STACK                                                                                                   - 

ANNBX 

«"       GRAMMAR  GRADE  PROBLEMS 
■f-       IN  MECHANICAL  DRAWING 

|gl  ■                           BENNETT 

^■X^^9  ^^^^^^^K.                  J      1    1                   III 

- 

M'    ^^m 

1 

■ 

1            1 

GRAMMAR     GRADE     PROBLEMS 
IN     MECHANICAL     DRAWING 


CHARLES  A.   BENNETT 


ILLINOIS,  AND 


THE  MANUAL  ARTS  PRESS 
PEORIA.  ILLINOIS 


Copyright  by 

Charles  A.  Benneli 

1916 


FOREWORD 

This  collection  of  simple  problems  in  mechanical  drawinj^  has  been  prepared  to 
meet  an  evident  need  in  teaching  the  fundamentals  of  this  subject  in  grammar  grades. 

It  ought  to  be  true  that  the  habits  formed  in  the  first  use  of  drawing  instruments 
in  the  grammar  grade  classroom  or  workshop  would  never  have  to  be  unlearned,  even 
tho  the  pupil  became  an  architect,  an  engineer,  a  designer,  or  a  draftsman,  and  that 
in  so  far  as  he  learns  mechanical  drawing  at  all  in  these  grades,  he  would  learn  what 
is  fundamentally  correct;  he  should  learn  the  elements  of  correct  expression  in  this 
universal  language  of  the  industrial  world. 

It  ought  to  be  true,  also,  that  his  work  in  mechanical  drawing,  while  not  at  first 
following  'exactly  the  same  course  of  models  or  problems  as  he  follows  in  woodworking, 
would  be  parallel  or  closely  related  to  the  shopwork,  and,  in  its  later  stages,  occupy  the 
same  relation  to  the  shopwork  that  the  draftsman's  work  bears  to  that  of  the  mechanic. 

How  to  accomplish  this  result  is  the  problem  which  this  little  book  attempts  to  help 
solve.  Alone,  the  book  can  do  no  more  than  half  solve  the  problem,  but  when  used 
under  the  direction  of  a  trained  and  efficient  teacher,  it  can  help  in  forming  right 
habits  and  in  acquiring  practical  skill  in  simple  drafting. 

In  the  preparation  of  this  little  book  the  author  is  especially  indebted  to  the  students 
who  have  been  in  his  classes  at  Bradley  Polytechnic  Institute  during  the  past  few  years. 
They  have  suggested  many  of  the  problems,  and  their  later  experiences  in  teaching 
mechanical  drawing  to  grammar  grade  classes  have  furnished  valuable  data  which 
has  been  freely  used  in  these  pages. 


Peoria,  Illinois, 
July,  1916 


2065970 


CONTENTS 


Foreword 

To  THE  Teacher 

To   THE    PCPIL 

Tools  and  Supplies 


Group  I   

Horizontal  and  Vertical  Lines  —  Lay-out  of  Sheet. 
(12  Problems.) 


Lettering 

.Sheet  A. 


Group  II 

Horizontal   and   Vertical   Lines  —  Dash   Lines  ■ 
Selection  of  Views.     (12  Problems.) 


Lettering 
Sheet  B. 


Group  III 

Page 
S4 

Inclined  Lines  —  Foreshortening  —  Use  of  Triangles. 
(12  Problems.) 

40 

Sheet  C. 

Group  IV       

4'> 

The  OctuKon  and  the  Hexagon.     (S  Proljlems.) 

Lettering      

Sheet  D. 

4G 

Group  V        

48 

The  Circle -C( 


ines  — Sections.    (12  Problems). 


Group  \T 04 

Tangents.     (12  Problems.) 

Group  VH 00 

Working  Drawings.  Selection  of  V'iews  —  Detcr- 
minati(m  of  Scale  —  .\rrangcment  of  View.s  — 
Lines  —  Lining  in  —  Selection  of  Dimen.sions  — 
Placing  of  Dimensions  —  Figures  —  Dimensioning 
Circles  and  Arcs.     (5  Problems.) 


TO  THE  TEACHER 


It  is  assumed  by  the  author  that  in  every  class  in 
mechanical  drawing  there  will  be  marked  individual 
(lilTerences  in  ability  of  pupils.  This  fact,  however, 
does  not  demand  that  instruction  be  entirely  individ- 
ual. On  the  contrary,  it  is  believed  that  far  better 
results  can  be  obtained,  especially  in  the  early  stages 
of  the  course,  if  some  class  instruction  be  given. 
Indeed,  class  instruction  becomes  almost  a  practical 
necessity  under  the  conditions  in  most  schools  where 
grammar  grade  boys  are  taught. 

In  order  to  provide  for  class  instruction  when  most 
needed  and  to  recognize  individual  capacities,  the 
jirohlems  in  this  book  have  been  arranged  in  groups 
according  to  fundamental  stages  in  the  process  of 
learning  to  draw,  and  in  each  group  there  have  been 
placed  a  rather  wide  range  of  problems;  some  are  very 
simple,  others  much  more  difficult.  //  is  not  expected 
that  any  pupil  will  work  out  all  the  problems  in  any  one 
group,  but  it  is  intended  that  each  shall  work  enough 
to  enable  him  to  master  the  essential  processes  of  the 
group  and  be  prepared  to  proceed  successfully  with 
the  problems  of  the  following  group. 

The  notes  in  each  group  are  not  intended  to  take 
the  ])lace  of  instruction,  either  class  or  individual, 
which  should  be  given  by  the  teacher,  but  they  are 


intended  to  be  a  valuable  supplement  to  such  instruc- 
tion. From  a  study  of  these  notes  the  teacher  will 
readily  see  what  principles  and  processes  should  be 
emphasized  in  each  group.  For  example,  it  is  easily 
seen  that  in  the  first  group  the  emphasis  is  placed  on 
the  proper  use  of  the  tools,  (a)  in  making  measure- 
ments, and  (b)  ia  drawing  the  several  lines  constitut- 
ing the  lay-out  of  the  sheet.  Time  and  effort,  on  the 
part  of  both  teacher  and  pupil,  will  be  saved  by  giving 
plenty  of  drill  in  making  lay-outs.  The  teacher  should 
be  sure  that  every  pupil  is  forming  just  the  right 
habits  in  this  fundamental  process  in  the  first  grouj). 
Teachers  Often  fail  to  get  satisfactory  results  in  me- 
chanical drawing  chiefly  because  they  are  la.x  in  this 
first  step  in  the  use  of  rule,  tee-square,  and  triangles. 
Wrong  habits  formed  here  are  difficult  to  eradicate. 

After  insuring  the  formation  of  correct  habits  of  pro- 
cedure in  the  use  of  instruments,  the  next  most  import- 
ant concern  of  the  teacher  is  to  lead  the  pupil  to  gain 
power  in  visualization.  The  constructive  imagination 
of  the  pupil  must  be  developed.  He  must  be  led  to 
see  views  of  the  object  not  shown  on  the  paper  before 
him,  in  order  that  he  may  represent  them.  To  assist 
in  accomplishing  this  purpose:  (1)  some  of  the  problems 
are  given  with  both  the  perspective  view  and  the  three 


GRAM>[.\R    C.RADE    TROBLEMS   IX    iMECIIAXICAL   DRAWIXG 


views  of  orthographic  projection;  (2)  some  are  given 
with  the  perspective  view  only;  (3)  others  present  two 
views  to  find  a  third,  which  is  sometimes  a  sectional 
view;  and  (4)  still  others  require  the  student  to  w-ork 
entirely  or  in  part  from  specifications.  No  one  of  these 
methods  of  presenting  a  problem  should  be  employed 
all  the  time;  in  order  to  get  surest  results  in  visuaHza- 
tion  all  should  be  employed  during  the  course. 

The  question  of  requiring  freehand  solutions  of  the 
problems  before  making  the  mechanical  drawings  of  the 
problems  is  left  entirely  open  to  the  teacher.  Experi- 
ence would  seem  to  indicate  that  such  sketching  should 
not  be  a  prominent  part  of  the  work  of  the  first 
six  groups,  but  may  well  be  given  emphasis  in  the 
seventh. 

There  is  a  third  phase  of  elementary  mechanical 
drawing  which  this  book  emphasizes;  namely,  lettering 
and  the  use  of  conventions  in  dimensioning.  Ability 
to  do  good  lettering  cannot  be  learned  in  a  few  hours; 
it  comes  only  with  thoughtful  and  extended  practice. 
Comparatively  short  exercises  at  frequent  intervals 
are  more  interesting  and  more  economical  of  time  and 


effort  than  large  sheets  of  lettering.  The  lettering 
problems  are,  therefore,  placed  between  groups  of  other 
problems  instead  of  together.  But  the  teacher  should 
feel  at  liberty  to  use  the  lettering  sheets  out  of  the 
order  given  in  the  book. 

The  teacher  who  wishes  to  be  most  successful  in  the 
use  of  the  problems  in  this  book  will  consciously  and 
continuously  keep  in  mind  the  three  points  of  emphasis 
mentioned  above;  namely: 

(1)  The  correct  method  of  procedure  in  the  use  of 
instruments,  especially  in  making  lay-outs. 

(2)  The  progressive  development  of  the  power  to 
visualize. 

(3)  Frequent,  thoughtful  work  in  lettering,  and  later, 
in  dimensioning.  No  dimensioning  is  to  be  done  on 
finished  drawings  before  Group   VII. 

All  the  problems  in  this  book  are  intended  to  be 
worked  out  in  pencil  only.  No  inking  should  be  done 
until  the  high  school  is  reached,  or  until  a  larger  portion 
of  time  is  given  to  mechanical  drawing  than  is  usual 
in  the  grammar  grades,  and  not  then  until  good  work 
in  pencil  has  been  done. 


TO  THE  PUI'IL 


A  working  drawing  is  a  i)usiness  letter  to  a  niccluuiie. 
We  learn  mechanical  drawing  in  order  to  be  aulj  to 
make  good  working  drawings.  Mechanical  drawing 
is  then  a  kind  of  language,  a  means  of  transmitting 
ideas  from  one  person  to  another.  It  is  a  form  of 
expression  that  is  universally  understood  by  workmen 
of  all  nationalities.  A  workman  in  Russia  or  Italy  or 
Japan  can  read  your  drawing  if  it  is  properly  made,  and 
\ou  can  read  the  drawings  made  in  these  foreign  coun- 
tries even  tho  you  do  not  know  a  word  of  their  spoken 
language. 


At  the  present  time  when  nearly  every  man  hopes  lo 
build  a  home  or  a  machine  or  a  boat  or  a  factory  or 
some  other  structure,  and  when  mechanical  ideas  are 
commonly  carried  from  factory  lo  customer,  some- 
times across  the  ocean,  by  means  of  mechanical  draw- 
ings, it  is  desirable  that  every  boy  study  this  universal 
language  of  industry.  He  should  at  least  be  able  to  read 
the  simpler  forms  of  it,  which  he  can  readily  do  in  the 
grammar  grades,  and  learn  lo  use  il  lo  some  extent 
as  a  means  of  expressing  his  ideas.  This  Ixjok  is,  there- 
fore, intended  lo  help  you  in  learning  a  new  language. 


TOOLS  AND  SUPPLIES 


Each  member  of  the  class  should  be  supplied  with  the  following :- 


Drawing  Hoard 
Tec-Scjuare 
45°  Triangle 
3o''-6o°  Triangle 


It  is  desirable  tliat  these  be  selected  with  reference  to  accuracy  and  durubilit}'.  To  ^et  the  best  results 
standard  tee-S(|uares  and  triangles  are  essential.  If,  however,  a  lower-priced  tool  must  be  purchased 
the  "Springfield  Kit,"  board  19x13  in.,  is  suggested.  This  is  manufactured  by  The  .Milton  Bradley  Co., 
Springfield,  Mass. 


Scale 


.■\ny  flat  foot  rule  accurately  graduated  to  sixteenths  of  an  inch  will  do,  but  it  is  desirable  to  have  one 
that  does  not  have  graduations  extending  to  the  end.  For  an  inexpensive  rule  of  this  type  the  "  Xala 
Rule"  manufactured  by  M.  B.  Bourland,  Peoria,  lU.,  is  suggested. 


Compass 


It  is  very  difJiciUt  to  find  an  inexpensive  pencil  compass  with  a  sufficiently  firm  and  durable  joint.  In 
the  long  run  it  is  best  to  pay  the  price  of  a  medium  grade  instrument  of  standard  design,  such  as  is  sold 
by  all  drawing  instrument  dealers.  In  case  this  is  impossible  the  course  can  be  carried  on,  though  not 
with  the  best  of  results,  by  using  a  very  inexpensive  compass  of  the  type  of  Eagle  No.  376  made  by  the 
Eagle  Pencil  Co.,  New  York. 


Thumb-Tacks 


The  inexpensive  stamped  steel  tack  is  satisfactory. 


Pencil  Eraser 

Drawing  Paper  in 
sheets  9x12  in. 


Two  are  needed:  a  hard  pencil,  2H,  3H,  or  4H  for  the  lay-outs  and  an  H  or  F  or  No.  3  for  lining  and 
lettering.  To  get  the  best  results,  leads  or  pencils  of  the  same  grade  of  hardness  should  be  provided  for 
the  compass. 


I     Soft. 

<     This  need  not  be  a  high-grade  paper. 


Trarinc  Paner  Cfor  I  et  1  ^'^'^  '"'^y  ^^  '■^"  ''°"''  paper  used  in  typewriting  or  the  inexpensive  tracing  paper  used  by  architects. 
1  idc  o  ipci  viui  c  -  .p(^^  ^.  disadvantage  of  the  latter  is  in  the  fact  that  it  comes  in  rolls  and  must,  therefore,  be  cut  into 
tenng)  m  sheets  6x9  m.        smaU  sheets. 


PROBLEMS 


GROUP  I 
Horizontal  and  Vertical  Lines  —  Lay-out  of  Sheet 


Problem  I  A.  The  first  problem  in  this  group  is  to 
draw  three  views  of  a  block  of  wood  that  is  1 "  thick, 
4"  wide  and  7 "  long.  Fig.  1  is  a  perspective  drawing,  or 
picture  of  this  block.    Fig.  2  shows  the  three  views  to 


Fig.  1 

be  drawn.  By  looking  at  Fig.  2  again,  and  at  Fig.  1 ,  you 
will  see  that  the  top  view  in  Fig.  2  represents  what  you 
would  see  if  you  were  to  look  down  at  the  block  in  the 
direction  indicated  by  the  arrow  a,  Fig.  1 ;  you  would 
see  a  rectangle  4"  by  7".  In  a  similar  way  if  you  were 
to  look  at  the  front  of  the  block  in  the  direction  in- 
dicated by  the  arrow  b.  Fig.   1,  you  would  see  the 


rectangle  1 "  by  7",  shown  in  the  front  view  in  Fig.  2. 

You  will  now  see  what  the  end  view  in  Fig.  2  represents. 

Be  sure  to  notice  how  these  views  are  arranged: 

The  front  view  is  below  the  top  view,  and  the  end 


FROHT  VIEW 


view  is  at  the  end  of  the  top  view  representing  the  end 
of  the  block  where  the  view  was  taken.  This  is  the 
most  natural  and  convenient  way  of  arranging  \dews 
of  blocks  and  many  other  simple  objects. 

Now  that  you  understand  what  you  are  going  to 
draw,  you  are  ready  to  take  a  sheet  of  drawing  paper. 
This  should  be  9"  by  12".    Fasten  it  to  the  drawing 


GRA-M.MAR   GRADE   PROHLEMS   IN    ^MECHANICAL   DRAWING 

xjuikI  logclhcr  with 


luiard  by  placing  a  thumb-tack  in  each  of  the  four 
corners.  In  doing  this  be  sure  that  the  lower  edge  of 
your  paper  is  square  with  the  lefl-iiand  end  of  your 
drawing  board 
accomplish  this. 

t 


'Wnir  teacher  will  show  vou  how  to 


t 
rig.  3 

To  have  the  sheet  of  drawing  look  well  when  it  is 
completed,  a  border  line  should  be  drawn  on  the  sheet. 
It  is  customary  to  draw  this  border  line  first,  and  then 
arrange  the  views  in  the  enclosed  space.  Fig.  3  indi- 
cates the  position  of  this  border  line.  The  wider  space 
at  the  left  end  of  the  sheet  is  allowed  for  binding  the 
sheets  together  in  book  form  at  the  end  of  the  course. 
Three  holes  can  be  laid  out  and  punched  in  the  wide 


space  on  each  sheet,  and  all  bound  together  with  a  cord 
or  with  brass  fasteners. 

In  laying  out  the  border  line  it  is  important  lliat 
you  use  the  instruments  in  just  the  right  way.  If  you 
are  ever  going  to  do  accurate  and  rapid  work  in  mechan- 


Fig.  4 

ical  drawing  you  must  form  correct  habits  in  the  use 
of  the  tools,  and  the  first  lesson  is  none  too  early  to 
begin.  Be  very  particular  then  to  proceed  as  follows: 
(1)  With  the  scale  placed  vertically  on  your  sheet, 
make  a  short  line  or  mark  (not  a  round  point  or  dot) 
Yi"  from  the  bottom  of  the  sheet,  and  another  8" 
above  this  one.  (Habits  of  accurate  work  can  be 
formed  better  by  measuring  from  one  edge  of  the  sheet 


GROUP   I  — HORIZONTAL    AND    VKRTUAL   1J\ES 


13 


than  from  both  edges.  Discuss  this  with  your  teacher. 
What  will  you  do  if  your  sheet  does  not  measure 
exactly  9"  in  width?) 

(2)  With  the  head  of  the  tee-square  held  firmly 
against  the  left  end  of  your  drawing  board,  draw  a 
light  horizontal  line  thru  each  of  the  marks  just  made. 
This  line  should  extend  almost  the  entire  length  of  the 
sheet,  Fig.  4. 

(3)  With  the  scale  in  a  horizontal  position  on  the 
sheet  make  a  mark  1 "  from  the  left  end  of  the  sheet  and 
another  1014"  to  the  right  of  this  one. 

(4)  With  the  head  of  the  tee-square  held  firml\- 
against  the  left  end  of  your  drawing  board  and  one  of 
the  triangles  held  firmly  against  the  upper  edge  of  the 
tee-square,  draw  a  light  vertical  line  thru  each  of  the 
marks  just  made.  Draw  the  lines  long  enough  to 
cross  the  two  horizontal  fines,  Fig.  4.  Probably  your 
triangle  will  not  be  large  enough  to  draw  all  of  the  line 
at  once.  If  this  is  the  case  you  will  have  to  extend 
the  fine  after  moving  your  tee-square  and  triangle  to 
a  new  position.  Be  sure  that  the  second  part  of  the 
fine  joins  accurately  to  the  first  part.  Allow  the 
horizontal  and  vertical  lines  to  extend  past  each  other 
at  the  corners  as  shown  in  Fig.  4.  Remember  thai 
these  lines  are  all  to  be  very  light. 

To  test  the  accuracy  of  your  work,  place  the  scale 
on  the  drawing  in  a  horizontal  position  and  see  whether 
the  vertical  lines  arc  just  IOI2"  apart.  Then  put  the 
scale  in  a  vertical  position  and  see  whether  tlic  iiori- 
zontal  lines  are  just  8"  apart. 


\'ou  are  now  ready  to  draw  the  three  views  of  the 
block  inside  of  the  border  just  drawn.  But  before  you 
can  do  this  j'ou  must  consider  the  placing  of  the  views 
with  reference  to  each  other  and  to  the  border.  Fig.  5 
shows    a    satisfactory    arrangement.     The    following 


facts  may  be  noticed  and  may  serve  as  a  guide  in  later 
problems: — 

(1)  The  space  between  views  is  less  than  between  a 
vieia  and  the  border.  The  space  between  the  top  view 
and  the  front  view,  for  example,  which  is  3^",  is  less 
than  the  space  between  the  front  view  and  the  lower 
border  which  is  1 ". 

(2 )  The  space  at  the  left  between  the  border  and  a  view  is 
the  same  as  that  between  the  border  and  a  view  at  the  right. 


CRAM  MAR    (IRADl-:    PROBLEMS   IX    iMECHAXICAL    DRAWIXG 


(3)  Space  above  the  mews  at  the  lop  of  the  sheet  is 
greater  than  the  space  below  the  views  at  the  bottom  in 
order  to  provide  a  place  for  the  title;  otherwise  to  look 
well,  it  would  be  a  little  less  instead  of  greater  than  the 
space  at  the  bottom. 


Fig.  6 


of  the  main  divisions  of  the  rule,  the  one-inch  mark, 
for  example,  on  the  lower  border  line.  Then  measure 
upward  from  this  border  line,  first  1 ",  then  1 ",  then  V2". 
then  4",  according  to  the  dimensions  in  Fig.  5,  making 
a  short  mark  at  the  end  of  each  distance. 


Fig.  7 


(4)  The  title  is  Ys"  high,  and  is  nearer  to  the  top  virej 
than  to  the  border.  In  this  case  it  is  Yi"  from  the  top 
view  and  5^"  from  the  border.     Fig.  5. 

With  this  arrangement  of  views  and  these  dimen- 
sions in  mind  you  are  now  ready  to  complete  the 
lay-out  of  the  sheet.  //  is  important  that  you  proceed 
strictly  according  to  the  follounng  directions: — 

(1)    Place  the  scale  vertically  on  the  sheet,  with  one 


(2)  Thru  these  four  marks,  with  tee-square,  draw- 
horizontal  lines  about  as  long  as  those  shown  in  Fig.  6. 
In  drawing  these  lines  make  the  top  one  first,  and  then  work 
downward. 

(3)  Place  the  scale  horizontally  on  the  sheet  with 
one  of  the  main  divisions  on  the  left  border  hne,  and 
measure  distances  for  the  four  vertical  lines  as  shown 
in  Fig.  5. 


GROUP    I -HORIZONTAL   AND    VKRTRAL   I.IXKS 


lo 


(4)  Thru  the  marks  thus  made,  draw  vertical  lines 
as  shown  in  Fig.  7.  Draw  the  left  line  firsl,  working 
toward  the  right. 

(5)  Add  the  guide  lines  lor  the  title  as  shown  in 
Fig.  5  and  Fig.  8,  and  the  lay-out  is  complete. 


the  vertical  lines,  beginning  with  the  left  one  and 
working  toward  the  right.  In  this  way  you  work  on 
the  sheet  as  a  whole  all  the  time,  and  not  on  one  view 
at  a  time. 

Do  not  erase  any  of  the  light  lines  left  at  the  corners. 


,  1 

'       ' 

Fig.  8 


Fig.  9 


The  ne.xt  step  is  to  go  over  the  border  lines  and  the 
outlines  of  the  three  views  with  a  softer  pencil,  making 
a  heavier  line.  The  effect  will  then  be  as  shown  in 
Fig.  9. 

In  order  to  form  habits  that  will  lead  to  speed  and 
accuracy  in  this  work  it  is  important  that  you  go 
over  all  the  horizontal  lines  first,  beginning  with  the 
top  one  and  working  down,  and  then  that  you  go  over 


These  are  a  sign  of  good  technique.  They  indicate 
that  you  worked  to  cross  lines  instead  of  trying  to  work 
to  points.  It  is  far  better  at  the  beginning  of  the  course 
to  work  without  using  an  eraser  at  all. 

The  last  step  in  the  process  of  making  this  sheet  is 
putting  in  the  letters  of  the  title  as  in  Fig.  9.  These 
may  be  put  in  now,  or  if  your  teacher  prefers,  all  titles 
to  sheets  in  this  group  may  be  put  in  after  the  practice 


16 


GRAMMAR   GRADE   PROBLEIMS   IN   MECHANICAL   DRAWING 

thai   Ihi 


in  lettering  at  the  end  of  Group  III.  No  dimensions 
are  to  be  placed  on  drawings  in  this  book  until  you  come 
to  Group  VII. 

After  the  drawing  is  completed,  write  your  name,  or 
letter  it  on  a  line  yg"  below  the  bottom  border  line,  and 
at  the  right-hand  corner,  Fig.  9. 

Problem  Ib.  This  problem  is  just  like  the  iirst  one 
e.xcept  that  one  corner  is  rabbeted  out,  Fig.  10.  (1 )  You 
will  therefore  make  the  lay-out  of  the  sheet  just  as 


The  only  difference   is   that   there  are   two   rabbets 
instead  of  one. 

Problem  Id.     This  problem  is  a  little  more  complex 
than  I  B  and  I  c  because  the  rabbet  runs  all  the  wav 


Fig,  10 

you  did  for  the  first  problem;  see  page  12  and  Figs. 
3  to  8.  (2)  Then  draw  the  lines  to  represent  the 
rabbet.  If  you  have  made  the  lay-out  as  indicated 
above  you  will  have  no  serious  difficulty  in  completing 
the  front  view  to  correspond  with  the  other  two. 
(3)  The  drawing  should  be  finished  in  the  same  way  as 
Problem  I  A,  Fig.  9.  No  dimensions  are  to  be  placed 
on  the  finished  drawing. 

Problem  Ic.  If  you  have  worked  Problem  I  b  your 
teacher  may  not  ask  you  to  work  this  one.  In  working 
this  one  follow  the  directions  given  for  Problem  I  b.        as  Problem  I  A,  Fig.  9. 


Fig.  11 

around  the  block.    In  working  this  problem,  (1)  Make 
the  lay-out  exactly  as  required  for  Problem  I  A,  Fig.  8. 

(2)  Then  add  the  lines  to  represent  the  rabbet,  and 
you  will  have  the  complete  lay-out  as  shown  in  Fig.  11. 

(3)  The  drawing  should  be  finished  in  the  same  way 


GRULl'   I  — llDRIZOM'AL   AND    VERTICAL   LINES 


BLOCK 

rl 

r- 

U-[^ 

RABBETED  BLOCK 

1- 
} 

'' 

*" 

1 

DRAW    FRONT  VltW 

TONGUED  BLOCK 

1 

■* 

f 

- 

OKAW  FRONT  VIEW 

BLOCK    WITH    LUG 


18 


GRAMMAR    CIRADK    FROBLKMS   IN    MECHANICAL   DRAWING 


Problem  Ie.  Draw  lop,  fmut  antl  cud  views.  In 
working  this  problem,  (1)  .Mal<c  the  hiy-out  as  required 
for  Problem  I  a,  Fig.  8.  (2)  Then  add  such  Hnes  as 
may  be  needed  to  represent  the  fact  that  parts  of  the 
original  block  have  been  cut  away.     Fig.   12  shows 


Fig.  12 

how  the  tenon  is  used  in  construction.  (3)  Finish 
the  drawing  the  same  way  as  required  in  Problem  I  A, 
Fig.  9. 

Problem    If.     Follow    the    directions    given    for 
Problem  I  e. 


Problem  IG.  In  this  problem  a  new  lay-out  is 
required  because  the  thickness  of  the  block  is  2" 
instead  of  1",  the  width  is  3"  instead  of  4"  and  the 
length  is  5"  instead  of  7".  These  facts  call  for  new 
figures  in  marking  off  the  spacings  for  drawing  lines. 
The  following  dimensions  are  suggested:  Vertical 
spacings  for  drawing  horizontal  line,  measuring  up 
from  the  lower  border  hne,  1 ",  2",  y/ ,  3".  Horizontal 
spacings  for  drawing  vertical  lines,  measuring  to  the 
right  from  the  left  border  line,  IJi",  5",  1",  2".  This 
leaves  a  distance  of  3^"  between  the  front  and  the  top 
views,  and  1 "  between  the  top  and  the  end  views,  and 
in  each  case  the  space  between  views  is  less  than 
between  the  border  and  the  view.  Finish  the  drawing 
in  the  same  way  as  required  in  Problem  I  a,  Fig.  9. 

Problem  IH.  A  new  lay-out  will  be  required  for 
this  problem.  Study  dimensions  and  determine  each 
measurement  in  the  lay-out  before  you  begin  to  draw. 
Finish  the  drawing  in  the  same  way  as  required  in 
Problem  I  a,  Fig.  9. 


GROLl'    1  — IIORI/OMAL    AM)    Vl-.RIICAL    LINES 


TEMOM 

f^ 

/H 

r-^ 

5 

'■^ 

^~^Ji 

^^ 

L  BLOCK 

) 

^ 

•^      DRAW    tND  VIEW 

1^ 

GRECK  CROSS 
1            1 

I 

i-         EMD  VIEW 

— li- 

^1- 

T 

[ 
J 

20 


GRAMMAR   GRADE   PROBLEMS   IX    iMECHAXIC  AL   DRAWING 


Problem  Ii.  This  is  one-half  of  an  end-lap  joint; 
see  Fig.  13.  A  new  lay-out  is  required  for  this  problem. 
The  following  dimensions  are  suggested:  Vertical 
spacings  for  drawing  horizontal  lines,  measuring  up 
from  the  lower  border  Hne,  IH",  1  W,  1",  3".    Hori- 


Fig.  13 

zontal  spacings  for  drawing  vertical  lines,  measuring 
to  the  right  from  the  left  border  line,  IM",  6",  %", 
l%".  This  leaves  the  distance  between- a  view  and 
the  next  one  less  than  the  distance  between  the  view  and 
the  border.  Finish  the  drawing  in  the  same  way  as 
required  for  Problem  I  A,  Fig.  9. 


Problem  I  j.  Read  the  directions  for  Problem  1 1, 
and  modify  them  so  that  they  will  apply  to  this  prob- 
lem. 

Problem  Ik.  It  is  not  expected  that  very  many 
members  of  the  class  will  be  able  to  work  this  problem. 
It  is  difficult  to  see  what  this  block  looks  like.  It  is 
therefore  a  good  lest  of  your  power  to  visualize.  If 
you  think  you  see  what  it  is,  don't  ask  your  teacher, 
but  test  yourself  by  cutting  the  form  out  of  wood  or 
clay,  and  comparing  the  top  and  front  of  it  with  the 
corresponding  views  in  the  drawing. 

If  you  have  the  correct  form  you  can  readily  draw 
the  end  view.  Space  the  views  and  finish  the  sheet 
as  described  under  Problem  1 1. 

Problem  II.  This  is  a  good  problem  to  test  your 
ability  to  arrange  the  views  so  they  will  look  well 
on  the  sheet  and  to  test  the  accuracy  of  your 
figuring.  If  you  are  taking  a  course  in  woodworking 
along  with  this  course  in  drawing,  it  is  probable 
that  you  have  such  a  cutting  board  on  your  work- 
bench. 


GROUP    1    -IIORI/OX'IAL    AND    \KR  TIC  AL    LIXES 


Eh 

)-LAP  jOlfST 

,0       DRAW 
erny  VIEW 

, 

• ' 

3 

JlI 

^f 

NOTCHED  BLOCK 


PCAW    TOP  V\t\V 
5i 


GAI  NE.D 

3  LOCK 

( 

J        EMD  View 

1                           ;. 

1  f 

^ 

T 

CUTTIHG   BOARD 
Draw  three  vie\a/s  of  a  cut- 

TlhG    BOARD   i'THICK  ,  b'wiDE 

AiND  iz-LONG.  Make  each  di- 

MEMSIOM  OME-HALF  OF  THE 
ACTUAL    SIZE 


LETTERING 


Sheet  A.  The  simplest  Icltcrs  to  make  are  the  six- 
consisting  of  vertical  and  horizontal  lines  only,  and  the 
simplest  way  to  make  them  is  to  trace  them.  Take  a 
piece  of  tracing  paper  6"  by  9"  and  place  it  on  Letter- 
ing Sheet  A.  Hold  it  in  position,  and  with  the  soft  lead 
pencil,  trace  and  draw  letters  as  directed  below: 

Lines  1  and  2.  In  tracing  the  letters  in  these  two 
lines  you  should  learn  the  proper  strokes  for  each  letter. 


H  LTfif 


Fig.  a 

These  are  indicated  on  Fig.  a.  For  example,  the  letter 
I  should  be  made  with  a  down-stroke  of  the  pencil. 
H  is  made  by  two  down  strokes  and  then  a  hori- 
lUIIHII  zontal  from  left  to  right.  The  arrows  near 
[HJHII]  each  letter  in  Fig.  a  indicate  the  directions 
of.  the  several  strokes,  and  the  figures  indi- 
'°'  '  cate  the  order  to  be  followed  in  making  the 
strokes.  It  is  important  that  you  remember  the  order 
and  direction  of  each  stroke,  and  apply  this  knowledge 
in  all  your  lettering. 

Lines  3  and  J^.  In  tracing  these  two  lines  you  should 
use  the  proper  strokes,  hut  you  should  give  special 
attention  to  the  proportions  of  each  letter.  Fig.  b 
shows  the  standard  jiroporlions  for  a  letter  H.  ■  By 


counting  the  squares  you  will  see  that  it  is  6  units 
high  and  4  units  wide,  and  you  will  notice  that  the 
horizontal  bar  is  just  above  the  middle  guide  line. 
This  is  true  of  the  middle  bars  of  E  and  F  also.  In 
making  guide  lines  for  lettering,  the  toji  and  boUom 
lines  are  always  selected,  and  sometimes  the  middle 
line  and  the  lines  which  divide  the  letter  into  thirds. 
See  guide  lines  for  line  7  on  Lettering  Sheet  A.    Fig.  c 


4  Ak  3i  5t 

HLTEF 


lig.  c 

gives  the  correct  proportion  of  each  of  the  six  letters 
we  are  now  studying.  H  is  4  units  wide;  L  is  a  little 
less,  or  3J4  tinits;  T  is  a  little  more,  or  4)^  units; 
E  is4  units  at  the  bottom,  but  onlySJ^'^  at  the  top;  F 
is  made  like  an  E,  but  omitting  the  lower  bar.  In  trac- 
ing you  should  notice  the  proportions  of  each  letter. 
This  will  help  you  to  remember  the  proportions  of  each 
for  use  later. 

Lines  5  and  6.  After  you  have  learned  the  strokes 
and  the  proportions  of  these  letters  you  are  ready  to 
consider  spacing  of  letters.  Fig.  d  shows  ditTercnt 
spacings  from  5  units  down  to  1  unit.  The  question 
arises,  which  one  is  the  best  for  words?     It  is  clear 

(rontinucd  on  page  ?4) 


HLTEF  HILT  LIFE  FILE 
riTLE  THEFT  UTILE  E 


% 


i 


i^^ 


24 


GRAMMAR    GRADE   PROBLEMS   IN    MECHANICAL   DRAWING 


that  the  S-unit  spacing  is  loo  open  —  in  fact,  open 
enough  for  the  spacing  between  words;  and  it  is  equally 
clear  that  the  1-unit  spacing  is  too  close  to  look  well. 
We  will  adopt  the  3-unit  spacing  as  our  standard  be- 
cause the  -Ir-unit  space  is  more  open  than  the  letter 
itself,  and  the  2-unit  is  a  little  less 
open  than  the  letter.  The  ideal 
spacing  is  obtained  when  the  space 
between  letters  is  just  as  open  as  the 
letters  themselves,  so  that  the  eye 
readily  passes  along  the  word  to 
the  next  space  between  words.  But 
when  we  say  that  we  will  adopt  the 
3-unit  space  as  a  standard  we  do  not 
mean  that  all  spaces  between  letters 
will  be  3  units.  What  we  mean  is 
that  the  spacing  will  he  made  to  look 
just  as  open  as  two  lis  placed  3  units  apart.  For  ex- 
ample in  the  word  HILT,  line  3  on  Lettering  Sheet  A, 
the  spaces  belween'H  and  I,  and  between  I  and  L  are 

3  units,  but  if  T  were  to  be  placed  3  units  away  from 
L  it  would  be  much  too  far  from  L  to  look.  well.  As  a 
matter  of  fact,  the  vertical  line,  or  stem,  of  the  T  is  only 

4  units  away  from  the  vertical  line  of  the  L.  Con- 
sidering the  shape  of  the  two  letters  this  distance  gives 
satisfactory  spacing.  Notice  how  this  same  idea  is 
applied  in  the  other  combinations  of  letters  on  the 
sheet.  Sometimes  it  becomes  necessary  to  shorten 
parts  of  letters  to  make  the  spacing  satisfactory. 
For   example,    when    two   T's   come    together   as   in 


Fig.  d 


LITTLE,  Line  2,  the  horizontal  parts  of  the  T's  should 
be  less  than  4}/^  units. 

Trace  the  w^ord  IF,  Line  5,  then  repeat  the  word  IF 
in  the  space  between  IF  and  IT.     Be  especially  care- 


I  H  LTEF  H  I  LT  LI  FE  Fl  LL 
TITLE  TH  EFT  LITTLE  E 
I  H  LTEF  H  I  LT  Fl  FE  Fl  LE 
THIEF  FILE  LET  IF  IT 
IF  IF  IT  IT  LEFT  LEFT 
HILT  HILT  HEFT  FILE 
I  F  H  E  LEFT  TH  E  FLEET 


Fig.  e 

f  ul  that  you  space  the  letters  and  the  words  to  look  well. 
Next  trace  the  word  IT,  and  then  repeat  it.  Treat 
the  words  LEFT  and  HILT  in  the  same  way.  Make 
the  word  FILE  at  the  end  of  the  6th  line. 

Line  7.  On  line  7  space  very  carefully  the  phrase 
IF  HE  LEFT  THE  FLEET.  When  this  has  been 
done  and  you  have  added  a  border  line,  the  entire  sheet 
will  look  like  Fig.  e. 


HORIZONTAT.     AND     VkRTICAI.     LinKS — DasII     LiNKS 


Problem  II  a.  This  grooved  block  is  made  to  liL 
the  tongucd  block  I  c.  It  is  supposed  that  in  working 
problems  in  Group  I  you  learned  to  make  an  accurate 
lay-out  for  a  sheet,  and  to  make  the  lay-out  with  very 


light  lines,  so  that  in  your  drawings  there  is  a  good 
contrast  between  the  finish  lines  and  the  lay-out  lines. 
If  you  did  not  learn  this,  you  should  do  so  in  this  group, 
for  you  can  never  make  high-grade  mechanical  drawings 


with  reasonable  speed  and  accuracy  until  you  learn 
to  make  a  good  lay-out.  The  general  lay-out  for  this 
problem  is  exactly  the  same  as  the  lay-out  for  Prob- 
lem I  A,  Fig.  8.  The  completed  lay-out  is  shown  in 
Fig.  14.  This  completed  lay-out  is  shown  to  let  you 
see  that  the  lay-out  should  have  very  light,  full  lines 
e\en  where  dash  lines  are  to  appear  in  the  finished 


As  your  Icachei 
represent  hidden 


ill  tell  \'ou,  dash  lines  are  used  to 
ges.     Such  lines  are  often  called 


dotted  lines,  but  really  they  are  not  dolled  lines  at  all, 
for  they  consist  of  short  dashes.  These  dashes,  when 
[)roperly  made,  should  be  a  little  longer  than  the 
spaces  between  the  dashes.  The  exact  length  of  the 
dashes  cannot  be  definitely  stated  for  all  kinds  of 
drawings,  because  the  lengths  of  the  dashes  \-ary  accord- 
ing to  the  size  of  the  drawing.  For  most  of  the  work 
in  this  book  a  dash  that  is  about  '  s"  long,  followed  by 
a  space  that  is  about  jV ",  will  be  satisfactory.     Fig.  15 


26 


CRA  M.MAI 
It 


.  (;rai)E  1' 

ilso  il 


iOIU-KMS   IX    MKCIIANICAL   DKAWIXG 


illuslratcs  such  a  dash  hue.  It  also  ilkistralcs  how  a 
dotted  line  should  l)fj;in  and  c-nd.  It  should  begin 
with  a  dash  and  end  with  a  dash  unless  it  is  the  con- 
tinuation of  a  full  line,  in  which  case  it  should  begin 


with  a  space,  Fig.  16.  Be  sure  to  remember  this; 
your  drawings  will  look  better  if  you  do.  In  putting 
in  the  dash  lines,  the  dashes  should  be  made  nearly  as 
heavy  as  the  finish  lines  of  the  drawing.  These  heavy, 
pencil,  finish  lines  of  the  drawing  correspond  to  the  ink 


lines  which  are  used  by  draftsmen  and  in  more  ad- 
vanced school  work. 

Problem  IIb.  This  stand,  Fig.  17,  is  made  of  live 
pieces  of  wood  —  the  top  and  the  four  k'gs.  The 
grain  of  the  wood  in  the  legs  runs  the  same  way  as  in 
the  top,  and  the  legs  are  glued  on.  This  kind  of  a  joint, 
when  the  leg  comes  out  flush  with  the  edge  of  the  top, 
is  not  usually  shown  on  the  drawing.  In  other  words 
the  drawing  is  made  just  the  same  as  it  would  be  if  the 
stand  was  cut  out  of  one  piece  of  wood. 

In  the  top  view,  Page  27,  is  a  good  illustration  of  how 
dash  lines  should  join  each  other — dash  meeting  dash. 
Dash  should  not  meet  space  nor  space  meet  space. 

Problem  II  c.  This  problem  is  similar  to  Problem 
II  A,  but  recjuires  a  different  lay-out. 

Problem  II d.  Draw  top,  front,  and  end  views. 
The  problem  gives  good  experience  in  drawing  dasii 
Unes. 


GROri'    11        IIORI/.OXIAI,    AM)    \i:Rri(AL    LINKS 


"1 

GROOVED    BLOCK 

- 

4 

- 

t 

1 
t 
1 

T 

1 

T 

STAMD 

[ 

•t 

i 

^- 

T 

-1   J 

^1- 

•  1  ■ 

DRAW  FROMT  VIEW 

GUIDt   BLOC 

:k 

DRAW 
"^    END  VI LW 

J 

J      , 

i 

1 

, 

t 

1 

u 

HOLLOW  BLOCK 


CIRA.M.MAR    CiRAD 


iOBl.K.MS    IN    .MKCHA.MCAL    DRAWlNc; 


Problem  He.  Up  to  this  time  in  arranging  views 
on  the  sheet,  you  have  placed  them  as  shown  in  a,  b,  c, 
Fig.  18;  the  top  view,  a,  is  above  the  front  view,  b; 
and  the  end  view,  c,  is  at  the  right  of  the  top  view. 
But  in  drawing  the  dado  joint  there  are  other  arrange- 
ments of  views  that  are  better.  The  placing  of  views 
as  in  d,  e,  f,  is  better  because  less  space  is  required 
for  the  drawing  and  because  it  seems  more  natural 
to  see  the  end  view  in  the  position,  f,  than  in  the 


position  c.  It  often  seems  desirable  lo  show  the  left 
end  of  an  object  instead  of  the  right  end.  In  such  a 
case  the  end  view  is  placed  at  the  left  as  in  g.  In  other 
words  a  right  end  view  is  always  placed  at  the  right 
of  the  front  view  (or  at  the  right  of  the  top  view,  as 
the  case  may  be)  and  the  left  view  is  placed  at  the  left. 
Furthermore,  it  is  often  true  that  no  more  than  two 
views  of  an  object  are  needed  to  tell  all  we  need  to  know 
about  it.  This  is  the  case  with  the  dado  joint.  If 
you  were  to  omit  either  the  top  view,  h,  or  the  end 
view,  g,  you  would  still  have  all  the  facts  shown  that 
you  would  need  in  making  the  joint.     But  you  cannot 


m.l  g. 


iw  tv 


Why?     On  your  sheet 
lews  only,  as  shown  in  j  and  k. 
Problem  II  f.     Read  about  the  selection  of   views 
nder  Problem  II E.     In   the  forked  joint  we  may 
•lect  c,  Fig.  IQ,  and  any  one  of  the  other  three  views 


shown.  In  this  case  the  views  b  and  d  are  jusl  alike. 
Why  would  you  select  b  or  d  instead  of  a?  You  may 
draw  c  and  d  on  your  sheet. 

Problem  II  g.  Read  about  the  selection  of  views 
under  Problem  II  e.  Draw  the  two  views  of  the 
mortise-and-tenon  joint  that  tell  the  most  about  it  and 


GROUP   II  -llORl/.OXrAL    AND    \  1;R1UAL   LINES 


DADOJOIMF 


FORKED  JOINT 


MORTISE-AMD-TEMOn  JOINT 


CROSS-LAP  JOIHT 
■6 


GRAM  MAI 


lell  it  in  the  simplest,  clearest  way. 
ing  show  the  two  parts  put  together. 

Problem  II h.     Read  about  the  selection  of   views 
under  Problem   II  e.     Draw   the  two  views    of    the 

I I  cross-lap   joint    that    tell 

I  ~l  the  most  about  it  in  the 

simplest  way.      In   your 
ri       I       |I_.  p4  U    drawing    show    the    two 

[J       I I       U       P^'ls  put  together. 

Problem  III.  The  usual 

method  of   laying   out   a 

'■'  .'^  cross-lap  joint  in  the  shop 

^''"'    ^  is  shown  in  Fig.  20.    This 

shows  a  jiiece  of  stock  somewhat  longer  than  the  two 

parts  of  the  joint  in  order  to  give  space  for  sawing  off 

the  ends  square.    The  lines  on  the  views  in  the  draw- 


KADK    PROHl.KMS    I\    MKCl  lAXlC A 
In  vour  draw 


\\vi\(; 


ffl 


ing  show  the  knife  and  gage  lines  on  the  stock  when 
properly  laid  out.  Make  a  similar  lay-out  drawing  for 
the  middle-lap  joint. 

Problem  II  J.  Draw  loj)  and  front  views  of  the 
bench  hook. 

Problem  IIk.  \Vc  iiave  an  oilstone  i-|"  thick,  l%" 
wide,  5]  s^"  long,  and  wish  to  make  a  box  or  case  for  it 
such  as  is  shown  in  the  perspective  drawing.  The 
stock  from  which  the  case  is  made  is  -fs"  in  thickness. 
The  stone  projects  jV"  abo\e  the  upper  edge  of  the  case. 
Make  a  drawing  showing  the  to])  and  front  views  of  the 
case  with  the  stone  in  it. 

Problem  II  l.  Draw  the  front  and  top  views  of  a 
bo.x  whose  inside  dimensions  are  1^"  deep,  li?4" 
wide,  7' 2"  long,  and  the  stock  for  which  is  3^"  in 
thickness. 


- 

-■ 

- 

~ 

1 

\ 

■^v            ^•^ 

t. 

'  ^' 

SAW   TO    L 

MES   MARK 

to    S 

r 

Fig.  20 


GROIT    II     -  llORl/.OXIAl.     \X1)    XKKMCA!.    I.IXl-; 


M 

IDDLt 

-LAP  JOINT 

I 
~  1 

— li  — 

—  Ij  — 

f^ 

BENCH  HOOK 


OILSTOhE 


BOX 


Sheet  B.  This  lettering  sheet  is  planned  to  be  used 
in  the  same  way  as  Lettering  Sheet  A.  Take  a  piece 
of  tracing  paper  6"x9"  and  place  it  on  the  sheet.  Hold 
it  in  position,  and  with  the  soft  pencil,  trace  and  draw 
letters  as  follows: — 

Lines  I  and  2.     In  tracing  the  letters  of  these  two 


LETTERING 

top  than  at  the  bottom.  In  K  and  X  the  TiYi  units 
are  measured  from  the  le/l  ui)|)cr  corner;  in  the  Z  from 
the  right  upper  corner.  Notice  that  the  angular 
openings  on  V,  A  and  W  are  all  different:  The  V^  is 
43^2  units,  A  is  5,  and  W,  3J/2- 

Lines  5  and  6.     These  lines  constitute  an  exercise 


NMRVAWXYZ 


nmRvawxyz 


Fig.  g 


hnes  be  sure  to  make  strokes  in  the  order  indicated 
in  Fig.  f.  Learn  the  order  of  strokes  for  each 
letter. 

Lines  3  and  4.  While  tracing  these  tw-o  lines  make 
a  study  of  the  proportions  of  each  of  the  letters.  These 
proportions  are  indicated  by  the  numbers  in  Fig.  g, 
and  are  readily  shown  by  the  guide  lines  and  spacing 
lines  on  the  sheet.  Notice  that  the  third  stroke  in 
K  is  part  of  a  line  drawn  from  the  upix-r  left  corner 
of  the  letter  to  the  lower  right  corner.  Fig.  g.  Notice 
also  that  the  K,  the  X  and  the  Z  are  narrower  at  the 


in  spacing.  Re-read  the  discussion  of  spacing  under 
"Lines  5  and  6"  of  Lettering  Sheet  A  before  begin- 
ning to  trace  line  5.  Trace  the  word  MAN  and  then 
repeat  it  in  the  space  left  before  the  next  word,  taking 
special  care  to  have  the  letters  properly  spaced  and 
the  word  as  a  whole  placed  in  the  middle  of  the  space 
available.  The  words  THE,  WET,  and  MAY  should 
be  treated  in  the  same  way. 

Line  7.  On  line  7  space  ver\'  carefully  the  sentence 
WE  MAY  WALK  AWAY.  Add  border  line  to 
finish  the  sheet. 


'NMKVAWXYZ  I  WALK 
^LATHE   VELVET  VAN 


VV"^^: 


.      ..^^ 


M 


vy 


GROUP  III 

Inclined    Lines — Foreshortening  —  Use    of     Triangles 


Problem  III  a.  This  problem  would  be  like  some 
of  the  problems  in  Groups  I  and  II  were  it  not  for  the 
inclined  line.  This  line  is  drawn  with  one  of  the 
triangles  used  as  a  straight-edge.  The  only  real 
difficulty  in  the  problem  is  in  understanding  the  end 
view.  The  lower  part  of  this  view  represents  a  receding 
surface;  that  is,  a  surface  that  slopes  back;  or,  as  we 
usually  say,  the  surface  is  foreshortened.  If  you 
follow  the  plan  of  making  the  lay-out  as  you  were 
instructed  to  do  in  the  first  two  groups  you  should 


have  no  trouble  in  determining  the  length  of  fore- 
shortened surfaces.  It  is  readily  accomphshcd  by 
projecting  directly  across  from  one  view  to  another. 

Problem  IIIb.  This  is  an  angle  block  such  as  is 
used  by  machinists.  Draw  the  top,  front  and  end 
views.     Give  special  care  to  the  lay-out. 

Problem  IIIc.  Draw  the  two  views  of  this  angle 
block  that  tell  most  about  it  in  the  simplest  way. 

Problem  IIId.  In  working  this  problem  be  sure  to 
make  a  careful  lay-out. 


rinl.li 

mill   \ 

ANGLE    BLOCK 

■--r 

K 

"O 

s\< 

J- 

^ 

CKl)    LINKS 

35 

angle:  block 

Y 

f 

^    ^      ~-7£/^ — 

1 

y 

^.^.^ 

REEL 

1  1 

=1 

____^-^— 

-« 

-c- 

5 

> 

1 

-=-= 

"            ■==- 

^ 

zi n 

■ — 2  — ' 

2i 

^               1 

^, 

" 

rroblcm  111  D 


CRA.MMAIi    CRAUt;    rROliLKMS    1\    .MIXIIAXU- \1 


AWIXC 


Problem  IIIE.  This  kind  of  a  corner  block  is  ustd  by 
cabinet-makers  to  stiffen  pieces  of  furniture.  It  is 
glued  into  an  inside  corner.  The  new  feature  of  this 
l)roblcm  lies  in  the  fact  that  the  acute  angle  is  45° 
and  can  therefore  be  drawn  with  the  45°  triangle 
[placed  against  the  U'e-s(|uare. 

Problem  IIlF.     Select  and  draw  two  views  of   the 


miter  joint.  Notice  that  the  acute  angle  at  the  corner 
must  be  45°.     Wh>-? 

Problem  IIIg.  Since  the  acute  angle  in  this  frame 
is  60°  the  inclined  lines  may  be  drawn  with  the  30°-60° 
triangle  held  against  the  tee-scjuare. 

Problem  IIIh.  Draw  the  top,  front  and  end  views 
of  the  cord  winder. 


c;r( 

)i  i>  111   p 

CORINER  BLOCK 

C3 

I 

^.^,) 

XCI.IXKI)    LINKS 


'rohk 

mUi, 

T 

RIA 

w    T( 
\ 

)P    VI 

/ 

JLAR 

FR 

AM 

t 

/ 

\ 

/ 

/ 

\ 

\ 

L_ 

f\ 

/ 

\ 

, 

3S 


C.RA.MM  \R    CRAD 


a)liLi:.MS    IN    .MIXIIAMCAL    DRAWING 


Problem  IIIi.  la  making  ihc  lay-oul  Inr  I  Ik-  top 
view,  draw  a  liorizonlal  center  line.  In  iliis  wa\-  llie 
intersection  of  the  lines  making  the  acute  angles  are 
readily  found. 

Problem  III  J.  Draw  the  toj)  and  front  views  of  the 
bench  stop. 

Problem  IIIk.  This  is  intended  to  give  some  good 
experience  in  the  use  of  the  3()°-00°  triangle,  as  well  as 


proviile  a  test  of  your  grasp  of  the  ]irinciplc  of  fore- 
shortening. The  drawing  should  be  made  to  a  scale 
of  6"  =  r.  That  is,  each  line  should  be  drawn  half  the 
length  indicated  by  the  figures.  Your  teacher  will 
tell  you  more  about  drawing  to  scale. 

Problem  IIIl.  Using  the  given  molding,  draw- 
two  views  of  a  picture  frame  for  a  picture  that  is 
81-2 "  by  liyy.    Make  drawing  to  scale  of  6"  =  1'. 


GROUP  iii~i.\ci.im;i)  links 


HOSE  HOZZLE  SUPPORT 


DRAW  PROMT  VIE.W 


BENCH  STOP 


PICTURE   FRAME 


Sheet  C.  This  sheet  follows  nalunilly  after  Letter- 
ing Sheets  A  and  B,  and  completes  the  alphabet.  The 
plan  of  procedure  is  just  the  same  as  in  the  others. 


;rinc; 

also,  that  the  middle  l)ar  of  the  U  is  al)ovc  the  middle 
guide  line  while  the  corresponding  bars  of  P  and  R 
are  below  that  line.     The  proportions  of  the  letters 
Take  a  piece  of  tracing  paper  6"  by  9"  and  place  it  on       are  indicated  in  Fig.  i.     Fig.  j  shows  six  letters  which 

oq'cguj'opbrs 
oqcguJdpbrs 


llic  she 


I.    Hold  it  firmly  in  position,  and  with  the  soft 

ace  and  draw  letters  as  follows: — 

1  and  2.     While  tracing  these  two  lines  you 


Fig-  J 

are  expected  to  learn  the  strokes  of  all  the  curved 
letters;  see  Fig.  h. 

Lines  3  and  4-  In  studying  the  proportions  of  the 
curved  letters,  notice  that  the  O  and  Q  are  each  a 
little  more  than  4  units  wide.     It  should  be  observed, 


should  be  associated  together  in  trying  to  remember 
their  proportions.  All  of  these  ktters  are  a  half  un!t 
shorter  at  the  top  than  at  the  bottom.  The  first  five 
all  line  up  to  a  vertical  on  the  left,  while  Z  alone  lines 
up  on  the  right.     Remember  this. 

Lines  5  and  6.  The  treatment  of  these  lines  is  tlvj 
same  as  in  previous  sheets.  Repeat  the  words  COGS 
in  the  space  following  it.  Then  repeat  JUG  and 
GUDGEON,  being  especially  careful  to  get  good 
spacing. 

Line  7.  For  this  line  select  a  text,  motto,  sentence 
or  phrase  that  will  fit  nicely  into  the  space.  Estimate 
the  spacing  carefully  before  you  begin  to  do  the 
lettering.  You  can  do  this  by  making  a  trial  copy 
on  an  extra  sheet  of  paper. 


LKTTKRTNG 


OQCGUJDPBRS  RUG 
GOUGES   PROUD   UP 


:l 


?-'s 


ii 


iAllL-riiit;  Sluvl    C 


GROUP  IV 
The  Octagon  and  the  Hexagon 


Problem  IV A.  In  drawing  the  octagon  consult 
Fig.  21.  Start  with  the  hne  a  b,  which  in  this  case 
should  be  2'  s"  long.  The  entire  figure  is  to  be  drawn 
with  the  4.^°  triangle  and  the  tee-square.  Draw  the 
linrs  ill  the  order  indicated  in  Fig.  21.     The  first  is 


5 
N 

/ 

t 

)  - 

6 

N 

\ 

N      / 

/ 

/ 

^J 

A 

/ 

Fig.  21  Fig.  22 

a  vertical  line  thru  a,  the  second  a  vertical  line  thru 
Ij,  the  third  a  line  from  a,  incHned  upward  to  the 
right,  the  fourth  a  similar  line  thru  b,  etc.  Notice 
that  in  order  to  draw  the  horizontal  line  7  you  must 
mea.sure  2J's"-  up  from  b  along  the  Hne  4.  Finish  the 
drawing  as  in  previous  groups. 

Problem  IV  b.  The  process  in  drawing  this  hexagon 
is  similar  in  some  respects  to  Problem  IV  a,  except 
that  the  30°-60°  triangle  is  used.  Notice  that  the 
diagonal  of  the  hexagon,  5^",  is  the  only  dimension 
given  for  that  view.     This  diagonal  is  represented  by 


the  line  a  b  in  Fig.  22.  With  the  triangle  against 
the  tee-square,  draw  the  lines  in  the  order  indicated  by 
the  figures  1,  2,  3,  4,  etc.  To  show  the  thickness  of 
the  block  the  lower  end  of  the  side  view  is  drawn. 
You  are  to  complete  this  view.     Notice  how  many 


Fig.  23  Fig.  24 

degrees  each  line  you  draw  with  the  triangle  makes 
with  a  horizontal  line. 

Problem  IV  c.  In  its  method  of  procedure  this 
problem  is  similar  to  the  two  previous  ones.  In  this 
case,  however,  one  side  of  the  hexagon,  instead  of  its 
diagonal,  is  given.  In  Fig.  23  this  side  is  represented 
by  the  line  a  b.  Draw  the  other  lines  of  the  figure 
as  indicated  by  figures  in  Fig.  23.  To  draw  the  inner 
edge  of  the  frame,  measure  in  from  the  outer  hexagon 
a  distance  equal  to  the  thickness  of  the  stock,  and  draw 
the  lines  of  the  figure.    Be  sure  to  measure  perpendicu- 


GRorr  i\'      iiii'.  ociAcoM  axd   riii',  iikxac.on 


DCTAGOMAL  BLOCK 

\ 

/ 

/ 

~7 

\       / 

/ 

\ 

A 

A 

V 

,     -7 

\    ..I 

V 

1 

HEXAGOMAL  BLOCK 


HEXAGONAL   FRAME 


DRAW   PROMT   VIEW 


HEXAGONAL  PRISM 

DRAW  TOP  VltW 

1       ^/             M/ 

J\/ 

\ 

\/\ 

/ 

k 

cj 

'                  1 

1 

44  GRAMMAR   GRADE   PROBLEMS   IX    MECIIAXICAL    DRAWING 

lar  to  the  sides,  and  not  on  the  diagonal  lines  at  the 
corners. 

Problem  IVd.  In  drawing  the  hexagonal  prism 
with  the  diameter  given  you  have  a  problem  that  is 
very  common  in  practical  drafting.     The  given  distance 


view,  .\fler  you  ha\e  drawn  the  outside  octagon 
representing  the  outer  edge  of  the  tray,  measure  per- 
pendicularly in  from  each  side  }  g",  then  J-i  "  in  from 
that,  as  shown  in  Fig.  25.  After  this  has  been  done, 
draw  lines  thru  all  of  these  points  parallel  to  the  cor- 


Fig.  2 


is  represented  by  the  line  a  b  in  Fig.  24.  Draw  the 
lines  in  the  order  indicated. 

Problem  IV E.  Draw  the  octagon  on  a  waste  piece 
of  paper  so  as  to  be  able  to  locate  it  in  just  the  right 
I)lace  on  the  sheet.    See  Problem  IV  a. 

Problem IV F.     See  Problem  IVd. 

Problem  IV  G.  This  problem  is  a  test  of  your 
knowledge  of  the  process  of  drawing  an  octagon  and 
of  the  accuracy  of  your  work.  The  drawing  is  to  be 
made  to  a  half  scale,  6"  =  !',  in  order  to  go  on  your 
sheet  conveniently,  and  even  then  it  will  be  desirable 
to  draw  the  right-hand  side  view  instead  of  the  front 


Fig.  26 
responding  sides  of  the  octagon.     These  lines  should 
meet  on  lines  drawn  from  the  corners  to  the  center  of 
the  octagon.     Test  the  accuracy  of  your  work  by 
drawing  hnes,  as  ON  and  OP,  Fig.  25. 

Problem  IVh.  In  working  this  problem  you  will 
find  it  desirable  to  make  the  front  and  side  views  of 
the  entire  pyramid  in  the  lay-out.  This  is  the  easiest 
way  to  get  the  lines  representing  the  sloping  sides 
drawn  at  the  proper  angle.  When  drawn  in  this  way 
the  front  view  in  the  lay-out  will  overlap  the  top  view, 
Fig.  26.  You  will  readily  see,  however,  that  the 
truncated  part  to  be  lined  in  does  not  overlap. 


GROUP   IV    -Till':   O-.TAGOX    AM)    Til!':    IIKXAGON 


RIM&-TOSS  BASE 


Zi^ 


IHote-Base,5-  thick. 

_SauARE  HOLE.  THRU  BASE 


STAR 


Mote  -THicKnEbS,l;f 


\l 

OCTAGON/ 

\L  TRAY 

= 

\ 
\ 

k           / 

\, 

/ 
/ 

/ 

- 

\       3 

A 

/^' 

^Ak-4 

^ 

-1- 

-k 

TRUMCATED  PYRAMID 


ProblLiii  IV  G 


lktikrinh; 


Sheet  D.  The  first  three  lines  o(  this  sheet  are  all 
figures  and  Ihey  arc  to  be  treated  as  follows: — Trace 
the  first  line  to  learn  the  strokes,  Fig.  k.  Trace  the 
M\()nd  to  study  the  form  and  proportions  of  tlie  figures. 


not  include  figures.  Either  in  this  selection  or  in 
practice  work  following  this  sheet,  before  you  reach 
Group  VII,  you  should  work  with  smaller  letters  and 
figures.    Fig.  1  suggests  sizes  of  letters  you  can  readily 


1lf7  069  5.3-2«3 


\\m  will  see  that  there  are  two  styles  of  3  given,  one 
based  on  the  8  and  the  oilier  on  the  5.  Either  style  is 
permissible.  Trace  the  third  line  with  special  reference 
to  spacing,  repeating  each  of  the  two  groups. 


On  the  fourth  line  space  carefully,  so  as  to  occupy  the 
full  line,  the  following  figures:— 8932490756382910. 

On  the  remaining  three  Hnes  letter  such  a  selection 
as  may  be  approved  by  your  teacher.     It  may  or  may 


make  with  the  guide  lines  on  the  present  sheet.  It 
also  shows  how  by  the  addition  of  a  few  intermediate 
Hnes  it  is  possible  to  make  guide  lines  for  a  variety  of 
work.     Notice  especially  the  spacing  for  fractions. 

A  good  plan  in  learning  to  make  the  smaller  sizes  of 
letters  is  (a)  to  change  from  the  %"  to  the  14"  size, 
(b)  Next  try  the  rs";  (c)  then  the  Vs". 

Here  is  an  extra  problem  that  may  interest  you. 
Draw  guide  hnes  on  a  sheet  of  paper  and  carefully 
letter  the  following: — 

•THE  LOVING  EYE 
THE  SKILFUL  H.\ND 
SHALL  WORK  WITH  JOY 
AND  BLESS  THE  LAND  " 


GROUP  V 
The  Circle  —  Center  Lines  —  Sections 


Problem  Va.  Boforc  you  draw  a  circle  you  must 
find  Ihe  center  of  the  circle.  The  most  common  method 
of  tinding  the  center  is  to  draw  lines  intersecting  at  the 
center.  Such  lines  are  called  center  lines.  They  should 
be  light  Unes. 

.Another  important  thing  to  remember  in  drawing 
circles  is  to  test  the  setting  of  your  compass.     This  is 


Fig.  27 

readily  done  by  drawing  on  a  scrap  piece  of  paper  a 
circle,  or  short  arcs  on  opposite  sides  of  the  center,  as 
a  and  b  in  Fig.  27.  If  the  distance  from  a  to  b,  meas- 
ured thru  the  center  o,  is  the  measurement  desired, 
I  lie  compass  is  properly  set.  If  not,  change  the  setting 
of  the  compass,  and  test  again.  When  the  compass  is 
.set  be  sure  you  do  not  change  it  in  putting  the  needle- 
point into  the  paper  or  in  drawing  the  circle.  Your 
teacher  will  show  you  just  how  to  do  this  without 
danger  of  error.  In  drawing  the  target,  test  the  setting 
of  the  compass  for  each  circle;  when  drawn  test  all 
your  circles  by  laying  the  scale  on  the  drawing. 


Beginning  with  this  group  we  have  a  new  order  in 
finishing  drawings: — 

1.  Line  in  the  circles  and  arcs  of  circles. 

2.  Line  in  all  horizontal  lines,  beginning  at  the  top 
of  the  sheet  and  working  down. 

3.  Line  in  all  vertical  lines,  beginning  at  the  left 
of  the  sheet  and  working  toward  the  right. 

4.  Line  in  inclined  lines,  taking  those  of  the  same 
angle  together. 

5.  Letter  the  title. 

Be  sure  to  remember  this  order  because  it  is  import- 
ant that  you  form  the 
habit  of  working  in 
this  way  in  order  to 
acquire  speed  and  ac- 
curacy. 

Problem  Vb.  In 
making  your  lay-out 
for  this  and  other 
problems  draw  the  im- 
portant circles  first,  and  project  from  the  circles  to 
the  other  views.     Never  reverse  this  process. 

For  example,  the  circle  O,  Fig.  28,  represents  the 

(Continued  on  page  50) 


Fig.  2S 


GROUP   V   -Till'.    CIRCLE       CF.XTER  LI N'KS  —  SECTIONS 


Proljk 

111  \-  A 

ir 

/            COM 
TOP 

riE  STA 

PLETt          \ 
VIEW 

^D 

J 

X- 

- 

^» 

•4a>      \','^^ 

=rx 

WHEEL 

r 

/^ 

"\ 

~7 

V                 1 

\j^>               \^ 

1 

i 
1 
i 

U- 

CAST 

IROn  WASHER 

f 

"T 

^ 



{      T 

^     ^\ 

\       \.J 

-1 

•  — 

V 

^ 

■at 

noTE-SuBSTiTwre   a 

SecTIOMAC   VIEW     FOR 
THE    SIDE  VIEW 

r^ — ^M 

50 


GRAMMAR    GRADE    PROBLIMS    1\    MKCIIAM 


AW  IXC ; 


face  view  of  a  circular  disc,  and  the  rectangle  P  repre- 
sents the  side  view.  Always  draw  the  circle  O  first, 
and  project  across  to  draw  the  top  and  bottom  lines  of 
the  side  view.  If  the  reverse  of  this  process  were 
attempted  any  slight  error  in  measuring  the  length 
of  the  rectangle  or  in  locating  the  center  O  or  in  setting 
the  compass  would  prevent  the  projection  lines  from 
joining  the  circle  at  the  tangent  points.  The  circle  is 
therefore  drawn  first  and  drawn  accurately.  Be  sure 
to  test  your  setting  of  the  compass. 

The  drawing  of  the  cart  wheel  shows  the  face  view  of 
the  wheel  and  a  sectional  view.  The  sectional  view,  or 
section,  is  commonly  used  in  representing  round  ob- 
jects, or  objects  of  revolution,  as  they  are  technically 
termed,  because  a  section  thru  the  center,  or  axis  of 
revolution,  usually  tells  more  about  the  object,  or  tells 
it  better,  than  any  other  view.  A  section  is  repre- 
sented by  drawing  lines  at  an  angle  of  45°,  sloping  either 
to  the  right  or  to  the  left,  at  an  even  distance  apart. 
Drawing  these  hnes  is  called  cross-hatching.  The  pur- 
pose of  this  cross-hatching  is  the  same  as  that  of  tinting 
a  surface;  it  enables  the  eye  to  readily  distinguish  the 
particular  surface  cross-hatched. 

In  describing  a  section  we  say  that  it  is  "taken" 
at  a  certain  line  or  thru  a  certain  point.  This  one, 
for  example,  is  a  vertical  section  taken  thru  the 
center  of  the  wheel.  This  section  represents  what 
you  would  see  if  the  wlieel  were  cut  vertically  tliru 
the  center,  and  you  were  looking  flirectl\'  at  the  sur- 
face cut. 


Problem  Vc.  This  ])rol)leni  is  similar  in  purpose  to 
Problem  \'  li. 

Problem  Vd.  The  main  purpose  of  this  problem  is 
to  give  experience  in  substituting  a  sectional  view  for  a 
side  view. 

Problem  Ve.  This  problem  is  a  study  of  cylinders 
at  right  angles  to  each  other — a  cylindrical  mallet 
head  with  a  cylindrical  hole  in  it. 


Fig.  29 


Fig.  30 


Problem  Vf.  Just  as  intersecting  center  lines 
determine  the  centers  of  circles,  so  cross  lines  determine 
the  centers  of  arcs  of  circles.  In  this  drawing  of  the 
collar  the  centers  of  the  %"  arcs  are  found  beforehand 
if  the  lay-out  is  made  properly. 

Problem  Vg.  In  making  drawings  of  the  bushings 
your  teacher  will  indicate  whether  you  need  most  to 
make  sectional  views  or  side  views;  either  will  satis- 
factorily represent  the  object.  In  drawing  the  octagon 
of  the  second  bushing  either  of  the  following  methods 
may  be  employed  because  the  diameter  is  the  dimen- 
sion given:  (1)  It  may  be  drawn  within  a  square  of 
the  same  diameter,  Fig.  29.     Draw  the  square,  and  its 


GROUP 

V  -THI 

;  ciiuLi- 

M/5 

vLLET  HEAD 

-j- 

1 

1 

COMPLETE  \ 

1 

K™ 

VIEW  n 

6 

■^ 

^ 

J 

CKXTKR   LINES  —  SF.C'IIOXS 


p 

roblem  \'  r. 

1 

BUSHIhGS 
1 

/ 

^^ 

COMPLETE 

. 

J 

1 

THIS   V1E.W 

, 

V 

y 

)l^^ 

Ti 

. 

COMPLETE 

V' 

l 

THIS   VIEW 

^ 

• 4  " 

COLLAR 

/^ 

^\ 

J 



K1I  + 

I         /^ 

"X     \,  t 

(r\  \ 

1 

^^ 

J 

1 

— 

._. 

•n  - 

y   / 

!_ 

^^ 

y 

;h 

DRAW   SECTIONAL 
VIEW   HERE 

— ii 

PULLEY 


52 


GRAMMAR    GRADE   PROBLEMS    IX    MECIIAXICAL   DRAWING 


diagonals;  then,  using  the  corners  of  the  square  as 
centers,  strike  arcs  with  radius  equal  to  half  of  the 
diagonal.  (2)  It  may  be  drawn  outside  of,  or  circum- 
scribing a  circle  of  the  same  diameter  as  the  octagon, 
Fig.  30.  Draw  all  four  of  the  diameters  as  shown  in 
the  figure  so  as  to  find  the  exact  points  on  the  circle 
thru  which  to  draw  the  sides  of  the  octagon.  These 
sides  are  tangents  to  the  circle  at  the  points  where 
the  diameters  intersect  the  circumference  of  the 
circle. 

Problem  Vh.  This  problem  requires  both  the 
completion  of  a  front  view  and  the  substitution  of  a 
sectional  view  for  a  side  view. 


Problem  Vi.  Be  sure  to  draw  the  vertical  center 
line  which  determines  the  centers  of  the  half-circles. 

Problem  Vj.  This  problem  gives  you  an  oppor- 
tunity to  work  from  a  "data  sheet."  Your  teacher 
will  indicate  which  two  sizes  of  washers  you  are  to 
draw  or  will  allow  you  to  select.  In  this  problem  the 
term  "face  view"  is  intended  to  mean  the  same  as 
the  term  "front  view"  used  in  previous  problems. 

Problem  Vk.  Consult  your  teacher  concerning 
which  of  these  you  should  draw. 

Problem  Vl.  Read  the  directions  carefully.  Notice 
that  it  is  the  picture,  not  the  frame,  that  is  3}4"  in 
diameter. 


GROUr   V-THK    CIRCLE  — CEXTKR  LIXKS    -SECTIONS 


ROLLER 


WASHERS 


¥ 

c  — 


A 

B 

c 

7. 

IS 

h 

i. 

If 

^ 

1 

2 

i 

li 

2i 

•i 

12 

3 

i 

It 

3i 

2 

4 

Z 

EMERY  WHEELS 

hoTE-DRAW   SECTIONAL  AND  FACE.  VIEWS  OF  ONE 


PICTURE  FRAME 

DRAW  PROMT  AMD  SECTlOMAL  VIEWS 
OF  A  FCAMt  FOR  A  CIRCULAR  PICTURE 
5i"  IN  DIAMETER.  USEOntOFTHt 
MOLDINGS    5H0WM   BELOW, 


L^t, 


"^ 


m 


GROUP  VI 


Problem  VI a.  If  you  wish  to  avoid  difficulties  in 
drawing  tangents,  always  find  the  exact  point  where  the 
flraight  line  joins  the  circle,  or  in  the  case  of  two  circles, 
just  where  one  circle  ends  and  the  other  begins.    This 


Fig.  31 

will  save  you  a  great  deal  of  trouble.  For  example  in 
drawing  the  line  NM,  Fig.  31,  tangent  to  the  circle 
(),  it  is  important  to  find  the  point  N  so  that  you  may 
know  just  where  to  take  up  your  compass  in  lining  in 


the  circle  and  just  where  to  begin  lining  in  the  straight 
line  NM.  In  this  case  it  is  easy  to  find  N  becau.se 
NM  is  a  horizontal  line.  N  is  therefore  in  a  vertical 
line  drawn  thru  O,  the  center  of  the  circle. 

In  drawing  the  horseshoe  magnet  (1)  draw  the 
horizontal  center  line  first,  (2)  next  the  vertical  center 
line,  (3)  then  the  two  circles,  (4)  after  which  it  is  easy 
to  draw  the  horizontal  lines,  and  (5)  finally  the  vertical 
lines.  In  lining  in  follow  the  order  described  in  Prob- 
lem Va. 

Problem  VI b.  The  same  general  directions  given 
for  Problem  VI.\  apply  in  this  one. 

Problem  VI C.  See  general  directions  under  Prob- 
lem VIA. 

Problem  VI d.  See  general  directions  under  Problem 
VIA. 


GROUP   VI  — T 


H0R5E5H0t    MA&hET 

I 

^ 

-itj 

if 

^ 

-\ 

vl 

-w 

1 

t 

Draw    front  view 

SLOTTED  LIMK 


) — e 


Gi  

Draw  promt  view  |-  in  thickm£.5s 


AXGKXTS 

55 

CHAIN    LINK 
1                                  1 

(r 

>)                              ("AX 

! 

K. 

)                         V: 

V 

T 

' 

\ 

;                            : 

i 

Probkni  W  B 

ROCKER  ARM 

^c 

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^^ 

v: 

V        ^'y 

I 

s 

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:   1         ^^11 

1 

1 

T 

56  GRAMMAR    tlRADK    I'ROULEMS   lx\    MECHANICAL    DRAWING 

Problem  VI e.     Sec  general  directions  un;ler  Problem 

VIA. 

Problem  VI  f.     See  general  directions  under  I'roblem 

VIA. 

Problem  VI G.  In  this  problem  it  is  more  difficult  to 
find  the  points  of  tangency  because  the  straight  Hnes 
are  not  horizontal.  The  method  is  shown  in  Fig.  32. 
Notice  that  the  45°  triangle,  shown  in  dash  lines,  is  first 
placed  up  against  the  two  circles;  then  its  position  is 
changed  so  that  a  line  can  be  drawn  thru  the  center 
and  the  point  of  tangency. 

Notice  also  that  points  of  tangency  thus  found  are 
used  in  determining  the  length  of  one  of  the  lines  in  the 
front  view. 

Problem  VIh.  The  drawing  of  the  faceplate  pre- 
sents another  new  problem:    to  find  the  center  of  an 

arc  of  given  radius  that  will  be  tangent 

to  two  straight  lines  which  are  at  right 

angles   with    each    other,   or    in    other 

words,  to  draw  an  arc  in  a  square  corner. 

Fig.  33  shows  the  process:  —  With  the 

given    radius  and    a    as    center,  strike 

the  arc" be.  With  the  same  radius  and 
b  and  c  respectively  as  centers,  strike  arcs  intersecting 
at  d.    With  d  as  a  center,  strike  the  required  arc. 


C.ROUr   VT  —  TANGENTS 


ROCKER  ARM 

(r 

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Prohlom  \\  il 


C.RAMMAR    c;RAI)E    PROBLEM!^   IX    MECHANICAL   DRAWING 


Problem  VIi.  This  problem  is  similar  to  I'niblcni 
\lii.  It  gives  experience  in  spacinj;  holes  around  a 
.  rrilcr. 

Problem  VIj.      Honor   rrobleni.      'I'his   gives   expe- 
rience ill  worthing  from  a  table  of  data.     Your  teacher 
will  indicate  the  size  of  the  bolt  for 
which  you  will  draw  a  flange. 

To  find  the  center  of  the  arc  in  the 
side  view  consult  Fig.  34.  The  line 
ab  corresponds  to  the  left  vertical  line 
in  the  side  view  of  the  flange;  the 
ine  cd  corresponds  to  the  sloping  line 
n  the  upper  part  of  side  view  of  the 
lange.  The  line  ef  is  perpendicular 
to  ab  at  the  point  p,  which  corresponds  to  the  left  end 
of  the  arc  in  the  flange  drawing.  It  is  desired  to  find 
the  center  of  a  circle  on  ab  which  shall  pass  thru 
p  and  be  tangent  to  cd.  This  means  that  we  must 
find  a  point  on  the  line  ab  which  is  the  same  distance 
from  p  that  it  is  from  the  line  cd. 


Fig.  34 


Todo  this  bisect  the  angle  between  cd  and  ef.  (l)\Vith 
ni  as  a  center  and  any  convenient  radius  draw  an  arc 
cutting  the  two  lines  at  g  and  h.  This  gives  us  two 
points  equally  distant  from  m.  (2)  With  these  points 
as  centers  and  any  convenient  radius,  strike  arcs  inter- 
secting at  n.  (3)  Draw  a  line  thru  m  and  n  intersect- 
ing the  line  ab  at  o.  This  point  o  is  equally  distant 
from  the  point  p  and  the  line  cd.  (4)  With  o  as  a  center 
and  op  as  a  radius,  draw  the  required  arc. 

Problem  VI K.  Honor  Problem.  This  is  the  most 
difficult  in  the  group  because  two  arcs  join  each  other 
at  a  tangent  point.  This  requires  especially  accurate 
construction  work.  The  problem  also  requires  the  find- 
ing of  dimensions  from  algebraic  formulae.  But  the 
problem  is  all  the  more  interesting  because  of  these 
facts. 

Problem  VIl.  To  help  you  in  selecting  an  object 
to  draw,  the  following  list  is  given:  —  cutting  board, 
sleeve  board,  bread  board,  hand-wheel,  section  of 
molding,  hexagonal  socket  wrench. 


GROUl-   VI     -TAX(,K\TS 


COUPLIMf, 

(iff 

>r'^"\ 

— 

3^1 

... 

T. 

1^1 

1 

•■2- 

.... 

-i^j_2 

FLAHGE 


fe 

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\  ^'J  111 

^^ 

• f 

f- 

bE 

A 

B 

c 

D 

E 

2 

Ji 

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5 

a 

k 

1 

i 

4| 

1^ 

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li 

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Gi 

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IB 

^ 

Is 

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2i 

li 

Is 

i 

li 

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2f 

i| 

Ig 

it> 

Ig- 

9^- 

H 

if 

l| 

5 

8 

OGEE  WASHER 

nOTE-DRAW    WASHER    FOft     ij    BOLT 


Diameter  of  Bolt  =  d 
=  4d-f-4'     C=ld+i"        E.=  3D 
=  2dT:i'     D=ld  F=  D  +  t 


Select 

SOr- 

E    OBJECT   THE 

DRAW- 

IMG   OF   v\ 

niCM 

irsvOLvEb  The 

D  RAW- 

IING    OP    TAMSEMTS    to    CI0CUE5.                                  | 

DRAW     TV 

vo  0 

3    THREE    VIEWS 

AS  MAY 

BE    REQUIRED 

TO   REPRESENT 

THE 

OBJEL.T 

GROUP  VII 


Working  Drawings 


Problem  VIIa.  A  working  drawing  should  he  made 
fromthestandpoint  of  the  workman.  It  should  give  the 
views  that  will  help  him  most  in  visualizing  the  object, 
and  give  the  dimensions  he  needs;  and  these  should  be 
placed  where  he  can  most  easily  find  them.  In  making 
the  drawing  of  the  nail  box  you  will  take  the  same  stcjis 
in  the  process  that  the  draftsman  usually  lakes  in 
making  a  more  complex  drawing:  — 


0=^0 


□ 


1.  Select  Vieivs.  In  this  case  you  need  three  views 
to  show  the  object  most  fully  and  clearly —  the  top, 
front  and  end  views.  If  this  were  a  simple  box  without 
a  handle,  the  top  and  front  views  would  be  sufficient. 
Fig.  35  shows  three  views,  a,  b  and  c,  of  a  notched  block 
in  which  the  view  c  may  be  omitted.  It  tells  nothing 
that  needs  to  be  known  by  the  v.-orkman  which  is  not 
told  by  the  other  two  views.  Fig.  36  shows  how  one 
view,  with  the  thickness  given  in  a  note,  may  sometimes 


take  the  place  of  two  or  three  views.  In  the  nail  box 
>ou  could  omit  the  top  view  and  transfer  the  dimen- 
sions in  this  view  to  the  other  two;  you  could  omit 
some  of  these  dimensions  by  making  a  note  stating 
that  the  thickness  of  all  stock  except  the  bottom  is 
}^";  but  for  an  inexperienced  workman  the  three  views 
as  shown  are  better  than  two. 

2.  Determine  the  Scale.  The  scale  to  which  a  draw- 
ing is  to  be  made  depends  upon  the  size  of  the  object, 
the  size  of  the  sheet  of  paper  available,  and  the  use  to 
be  made  of  the  drawing  when  completed.  In  the  case  of 
the  nail  box  you  have  one  view  10"  long  and  another 
414"  to  be  placed  end  to  end  on  a  sheet  of  paper  that 
is  103^"  on  the  border  hne.  It  is  obvious  that  you 
must  make  the  drawing  to  scale.  A  little  figuring  will 
show  you  that  you  can  use  the  scale  6"  =  1',  often  spoken 
of  as  half  size. 

3.  Arrangeincnt  of  Vird's.  In  arranging  the  views, 
always  place  the  top  view  above  the  front  view,  and 
the  end  or  side  view  near  the  end  or  side  where  it  is 
taken;  that  is,  the  right  end  view  should  be  at  the 
right  of  the  front  or  top  view,  and  the  left  end  view  at 
the  left,  Fig.  18.  In  spacing  for  these  views  remember 
that  dimensions  are  to  be  added.    At  least  '  f  "  of  siiacc 


GROLI'    MI-    WORKIXC;    DRAWINGS 


61 


is  needed  for  a  line  of  dimensions.  Where  two  lines 
of  dimensions  are  to  be  placed  on  the  drawing  as  is 
usually  the  case,  at  least  i-j"  should  be  left  l)et\veen 
views. 

4.    Lines.     The  lines  used  in  making  pencil  drawings 
are  the  same  as  shown  in  Fig.  37. 

-^— — — ^-^—   Full  Line 


5..  Lay-oiU.  Make  the  lay-out  of  the  sheet  as 
follows: 

(a)  Make  the  border  lines  as  described  in 
Problem  Ia. 

(b)  Make  the  lay-out  of  the  views  as  described 
in  Problem  Ia,  or  if  it  contains  circles,  as  described  in 
Problem  Va.  It  is  essential,  as  a  rule,  that  center  lines 
lie  drawn  before  circles,  and  that  the  circles  be  drawn 
before  tangent  straight  lines,  or  straight  lines  projecting 
from  circles. 

6.  Lining  in.  In  lining  in  the  drawing  follow  the 
order  given  in  Problem  Va,  namely,  (1)  circles  and 
arcs;  (2)  horizontal  lines,  beginning  at  the  top  of  the 
sheet;  (3)  vertical  lines,  beginning  at  the  left;  (4)  in- 
clined lines,  taking  those  of  the  same  angle  together. 

7.  Selection  of  Dimensions.  There  is  one  rule  to 
follow  in  selecting  dimensions:    namely,  put  on  the 


ilimensions  that  the  workman  will  need  in  making  the 
object.  This  rule  is  easy  to  stafe  but  difficult  to  follow. 
It  is  difficult  because  in  order  to  select  just  the  right 
dimension  tlie  draftsman  must  know,  in  general,  at 
least,  how  the  work  is  done.  Moreover,  in  factories 
a  drawing  is  often  used  by  several  different  workmen, 
each  doing  a  different  part  of  the  process  of  manufac- 
ture, and  each  wanting  certain  dimensions  which  may 
not  be  needed  by  all  the  others.  In  general  we  may 
say:  (a)  The  over-all  dimensions  of  the  object  are 
needed.  These  will  show  the  size  of  the  completed 
object,  (b)  The  thickness,  breadth  and  length  of  each 
individual  piece  of  the  object  must  be  shown.  These 
will  be  needed  in  getting  out  stock,  (c)  The  dimen- 
sions of  the  parts  of  every  joint  must  be  shown,  (d) 
The  dimensions  necessary  to  lay  out  the  shape  of  any 
formed,  modeled  or  irregular  part  must  be  given,  (e) 
The  location,  size  and  depth  of  every  hole  must  be 
shown. 

A  common  device  among  draftsmen  for  meeting 
many  of  these  conditions  is  to  give  parallel  lines  of 
dimensions,  one  line  consisting  of  the  total  or  over-all 
dimension,  and  the  other  the  sub-dimensions;  see  end 
of  top  view  in  the  drawing  of  the  nail  box.  This  device 
may  be  made  to  serve  as  a  check  on  the  draftsman's 
work  because  the  sum  of  all  the  sub-dimensions  in  a 
given  line  must  equal  the  total,  or  over-all  dimension. 

8.  Placing  Dimensions.  Figs.  38,  39, 40,  41,  42  show 
different  ways  of  placing  dimensions.  In  nearly  every 
working  drawing  there  is  one  principal  view — one  that 


AMMAK    CRADK    I'ROULKMS   IN    MECHANICAL   DRAWING 


-tells  more  about  the  object  than  any  other  view.  In 
this  case  it  is  the  top  view.  The  best  rule  for  dimen- 
sioning in  this  particular  case  is  to  place  the  dimen- 
sions below  and  to  the  right  of  this  main  view,  in  so 
far  as  that  is  practicable.  Fig.  38. — This  brings  the 
dimensions  in  groups  between  the  views,  where  they 
are  most  casilv  seen,  whichever  view  is  the  center  of 


i 

1  s 

l^ 

'-' 

T 

attention.  Sometimes  the  rule  has  been  given  to  place 
the  dimensions  at  the  bottom  and  at  the  right  of  all 
views,  Fig.  41,  but  this  takes  some  of  the  dimen- 
sions too  far  away  from  the  place  where  one  naturally 
looks  for  them  when  centering  his  attention  on  the 
principal  view. 

In  case  the  space  between  views  is  not  sufificient  to 


r 

,« 

- — ,1 — + — li — \ 

1 

I 

h ^ ' 

i 

II — - 

7 

T 

T 

-  i  - 

t 
1 

T 

•nio 
I 

If 4 >w  — 

5 

Fig.  41 


GROll'    \II     -\V()KKI.\(.    DRAW  IXC. 


allow  of  two  lines  of  dimensions  the  anangemenl  in 
Fig.  39  has  some  advantages.  If  the  views  are  so  close 
together  as  to  make  it  impossible  to  put  any  dimen- 
sions between  them  without  crowding,  the  method 
shown  in  Fig.  40  is  often  used.  This  keeps  the  dimen- 
sions near  the  principal  view,  which  is  desirable,  but  it 
requires  that  two  of  the  dimensions  be  placed  on  the 


L 


1 


Fig.  42 

view  itself,  which  is  not  desirable.  However,  from 
the  standpoint  of  the  workman,  the  method  shown  in 
Fig.  40  is  more  desirable  than  that  shown  in  Fig.  41. 
The  method  shown  in  Fig.  42  avoids  placing  any 
dimensions  on  the  views,  but  scatters  them  so  much 
that  in  general  it  is  not  as  desirable  as  that  shown  in 
Fig.  40.  From  the  above  discussion  it  is  clear  that  you 
should  endeavor  to  so  place  your  views  that  it  will  be 
possible  to  use  the  method  of  dimensioning  shown  in 
Fig.  38 


ig  depend 


The  placing  of  the  figures  in  dimension- 
)on  the  space  available.    Fig.  43  shows 


k,4 


^-^A"^'- 


correct  placing  of  figures.  In  general  all  figures  are 
placed  parallel  to  the  dimension  line,  and  so  they  can  be 
read  from  the  bottom  of  the  sheet  or  the  right-hand  end. 


When  dimensions  are  run  at  odd  angles  it  is  sometimes 
a  question  how  a  dimension  should  be  placed.  Fig.  44 
shows  correct  positions  of  figures  at  various  angles. 
Problem  VIIb.  This  problem  involves  finding  the 
center  of  an  arc  that  will  pass  thru  three  given  points. 


GRAMiMAR   GRADE   PROBLEilS   IN    MECHAXICAL   DRAW! NCI 


The  construclioii  necessary  is  shown  in  Fig.  45.    Tlie 
given  points  are  a,  b,  and  c.    Using  each  point  as  a 


Fig.  45  I'ig.  -16 

center,   strike  intersecting  arcs  as  shown.     Straight 
lines  thru  the  intersection  points  of  these  arcs  meet  at 


the  required  point  o  which  becomes  the  center  for 
striking  the  arc  a  h  c. 

Dimensioning  Circles  and  Arcs.  Circles  should  be 
dimensioned  by  their  diameters,  Fig.  46.  Arcs  siiould 
be  dimensioned  by  their  radii,  Fig.  47.  Circles  should 
be  located  by  their  centers,  Fig.  48. 


Fig.  48 


Problem  VII 0.  The  following  are  possible  objects 
to  draw:    joint,  bench-hook,  bird  house. 

Problem  VIlD.  The  following  are  possible  objects 
to  draw:  knife  box,  bracket  shelf,  cyHnder  head. 


GROUP   VII  — WORKING    DRAWINGS 


hAIL  BOX 
1 

- 

._ 

--. 

t  /    \ 

.  1 

— 

I— 

'               II               ' 

;            1 1           1 

ll 

^1 

Make  working  drana 

ING  OF  SOME 

OBJecT     WM.CH     MAY   B£ 

BiiPRESEnTED 

BY    SraAlGHT     UIMES 

Pn.bl.-n 

VII  B 

Make 

WORKinS 

DRAWING  OF  Ad 

OBJECT 

REQUlRln 

&  CIRCLES   AND 

STRAISHT  UMEb  TO  REPRfiSEnT  IT 

66 


GRAMMAR   GRADE   PROBLEMS   IN   MECHANICAL  DRAWING 


Problem  VII E.  This  problem  has  been  selected 
to  show  how  an  extra  sheet  of  details  may  sometimes 
be  used  to  advantage.  It  would  have  been  possible  to 
have  placed  all  the  dimensions  of  the  detail  sheet  on  the 
assembly  drawing,  but  in  that  case  the  drawing  would 
have  been  badly  crowded.  By  adding  the  sheet  of 
details  greater  clearness  is  obtained.    Notice  that  all 


sizes,  is  given  in  decimal  form.    For  your  convenience 
approximate  sizes  are  given  in  Fig.  50. 

These  figures  include  only  a  few  of  the  most  common- 
ly used  sizes.  The  slot  in  the  top  view  is  usually  drawn 
at  a  ditTcrent  angle  from  that  in  the  front  view,  that  is. 


^>-^> 


dimensions  of  the 

Ap,,. 

top  of  the  stool 

.\,>.     Dium. 

are  found  on  the 

5-^8 

assembly  draw- 
ing because    the 

6— ^f 
8-^ 

top  is  not  shown 
on    the   detail 
sheet.       Also 

9— H 

11  —  6-4 

notice    that    the 

12—3^ 
15-M 

method  of  as- 

.A] 


1-2  D-] 


sembling  the  parts,  namely,  by  screw,  is  shown  in  the 
assembly  drawing.  You  will  see  that  the  screws  are 
made  with  light  hnes  in  order  not  to  give  them  too 
much  prominence.  Fig.  49  shows  an  approximate,  but 
very  convenient  method  of  drawing  screws.  The  lines 
of  the  threads  are  at  an  angle  of  60°  with  the  center 
line  of  the  screw.  The  figures  1,  2,  3  and  4  indicate 
the  stages  in  the  process.  The  curve  of  the  point  is 
drawn  freehand.  Sometimes  the  last  stage  in  drawing 
the  threads  is  omitted,  leaving  them  as  in  3.  The  size 
of  a  screw  is  indicated  by  its  length  L  and  by  its  wire 
gage  number,  which  means  its  diameter,  D.  The 
tliameter  of  a  screw,  as  found  in  the  table  of  wire  gage 


■ig.  50 


•ig.  .■>1 


at  an  angle  of  45°  to  the  horizontal.  This  avoids  con- 
fusion with  other  lines  in  the  top  view.  The  front  view 
of  the  head  is  drawn  with  angles  of  45°,  tho  this  is  not 
the  actual  angle  to  which  screws  are  made.  It  is, 
however,  the  most  convenient  angle  to  use  in  drawing. 
Screw  4  in  Fig.  49  is  called  a  flat  head  screw;  screw  5 
is  called  an  oval  head  screw;  and  screw  6  is  called  a 
round  head. 

Fig.  51  shows  easy  ways  of  drawing  wire  nails  and  a 
bolt  such  as  is  used  in  w-oodwork.  The  head  shown  in 
1  is  that  of  a  casing  nail,  in  2  that  of  a  finishing  nail. 


GROUP    VII  — WORKING    DRAWINGS 


68 

GRAMMAR 

IRADE 

PROBLK.MS   IN 

MECHANICAL 

DRAWING 

F00T5T00L-DLTA1LS 

m  __    ■ 

,0..      .                               1 

-'&■ 

^^--^T^il-f                                             1 

L,^ 

:: 

ill  m 

T 
1 

/ 

r 

■      Rail 

—^^ H 

AP 

/^ 

f^ 

\ 

^ 

- 

1 

'^-\- 

'— 

a-4-U- 

k-\ 

Le 

P-1  AK 

G 

THE  "PROBLEMS  SERIES" 

Books  for  Either  School  or  Home  Use 


PROBLEMS    IN    MECHANICAL    DRAWING. 
By   Charles   A.    Bennett. 
A  students'  textbook  consisting-  of  SO  plates,  classified  into 
groups  according  to  principle  ami  arr;inur,l  arc  .ji.ljn-  t<.  dit- 
ficulty  of  solution.     It  furnisli'  -   '  '     ' 

mechanical  di"awing  with  a  !.' 
problems    which    liave   been 
formation   of  good   liabits   in 
pupils   and    the   subjects   gen.  : 

high  school  course.  Each  prubltni  is  sixcn  nnsolvpd  and 
therefore  in  proper  form  to  hand  to  the  pupils  for  solution. 
Price,  75  cents. 


PROE 


iM    WOODWORK. 


100  practieaj  problems 
p.  Kspecin-lly  valuable 
nif.   nr   manual   arts   in 


same  author.     Price,  75 


PROBLEMS  IN  FURNITURE  MAKING. 
By  Fred  D.  Crawshaw. 
Contains  43  full-page  working  drawings  of  articles  of 
fui-niture.  Kvery  piece  shown  is  suitable  for  construction 
in  liigli  school  classes,  and  Is  appropriate  and  serviceable  in 
the  home.  In  addition  to  the  working  drawings,  there  is  a 
perspective  sketch  of  each  article  completed.  There  are  3G 
liages  of  text  giving  notes  on  the  construction  of  each  pro- 
ject, chapters  on  the  "Design,"  and  "Construction"  of 
furniture,  and  one  on  "Finishes."  The  last  ciiapter  describes 
l.")  methods  of  wood  finishing,  all  adapted  for  use  on  furni- 
ture.    Price,    $1.00. 

ADVANCED  PROJECTS    IN    WOODWORK— 

1       >  RE    MAKING.      By    Ira   S.   Griffith. 

iku*  to  "Projects  for  Beginning  Woodwork 

aiM  tw'ing,"  but  is  suited  to  high  school  needs. 

1 1  platfs    of    problems    and    accompanying 

]]■■■  iii]]\    a    iiiiiHctinn  of  problems  in  furniture 

M  ..  Ill   reference  to  school  use. 

1  I:  iwing  is  a  good  perspec- 

ti\  t.     In   draftsmanship  and 

I.  HIP  I      :    .  HIS  are  of  superior  quality. 

It  ]:-  .,1  .,.,,,  ,,..,i...  I  .i.i  ._.^.l,,..,t  collection.    Price,  75  cents. 

PROBLEMS   IN   WOODWORKING.     By  M.  W.   Murray. 

.V  convenient  collection  of  good  problems  consisting  of  forty 
plates  of  working  drawings  of  problems  in  bench  work  that 
have  been  successfully  worked  out  by  boys  in  grades  seven 
I.I  nine,   inelusive.     Price,  75  cents. 

PROBLEMS    IN    WOOD-TURNING.     By   Fred    D.   Crawshaw. 

A    l,MlH>Mk   .m  ilie  science  and  art  of  wood-turning.     Con- 

of     working     drawings     covering 

k    turning.      It   gives    the   mathe- 

iised    in   turning.     A   helpful   dis- 

i.f    design    as    applied    to    objects 

ic  ar.  practical  and  sui^gestive  book 

cMi   w  iHHl-tiirnine.    ninl   h    \;iluable  textbook   for  students'   use. 

Price.   SO  cents. 


"Books  on  the  Manual  Arts."  describing  over  400  titles  mailed  free  on  request 

Published  by  THE  MANUAL  ARTS  PRESS  Peoria,  111. 


CHOICE  BOOKS  FOR  BOYS 

FOR  EITHER  SCHOOL  OR  HOME  USE 


BIRD    HOUSES    BOYS    CAN    BUILD. 
A  hook  of  rare   interest  to  boys.     I 
spirit   and    eombines    the    diarni    of 


By  Albert  F.  Siepert. 
:  i.«  written  in  the  boy 
itiire  with  the  allure- 
ments of  continuation  worl^  in  wood.  It  illustrates  hundrerl-s 
of  bird  houses  and  shows  working  drawingrs  of  various  de- 
si?ms,  also  feeders,  shelters,  sparrow  traps,  and  other  bird 
accessories.  The  common  house  nesting-  birds  are  pictured 
and  described  with  Information  regarding  houses,  foods, 
etc.,  suitable  for  each.  A  pleasing  and  practical  book  for 
wide-awake  boys.     Price,   50  cents. 

MANUAL  TRAINING  TOYS  FOR  THE  BOYS'  WORKSHOP. 
By  Harris  W.  Moore. 
.-\  popular  boys*  book.  It  contains  o,^  full-page  plates  of 
working  drawings  Illustrating  42  toys,  such  as  tops,  whistles, 
windmills,  running  wheels,  kites,  water  wheels,  water  motors, 
elastic  guns  and  pistols,  etc.  The  book  also  tells  how  to 
make  each  toy.  the  necessary  in.aterial  and  tools,  and  how 
to  use  them.     Price.   $1.00. 

BEGINNING    WOODWORK,    AT    HOME    AND    IN    SCHOOL. 
By  Clinton  S.  Van   Deusen. 

A  valuable  book  for  the  boys'  liomi^  workshop.  Tt  gives 
a  very  clear  description  of  just  how  to  use  the  necessai-v 
tools  and  materials  in  the  construction  of  a  number  of  simple 
articles  for  home  use.  A  thoroly  practical  book  and  one 
which  will  give  a  boy  the  proper  start  in  the  use  of  wood- 
working tools.     Price,    $L00. 

THE    CONSTRUCTION    AND    FLYING    OF    KITES. 
By   Charles    M.    Miller. 

.\  book  of  unusual  interest  to  tlic  boy.  It  contains  7  full- 
page  plates  of  kites  and  15  figures — over  40  kites  shown. 
Gives  the  details  of  construction.  Full  of  interesting  sug- 
gestions. Just  what  evei-y  "live"  l>oy  wants.  Price,  25 
cents. 


KITECRAFT 
By    Chai 

.A  \',ilualilc  book  for  boys.  Tt  is  a  complete  treatment  of 
kites,  and  kite  flj'ing.  It  tells  about  kite  construction,  how 
to  make  various  kinds  of  kites,  bird  kites,  plain  kites,  box- 
kites,  etc.,  and  how  to  fly  them.  It  also  tells  how  to  make 
and  use  messengers,  stispended  figures  and  appliances,  bal- 
loons and  parachutes,  aeroplanes,  gliders,  together  with  pro- 
pellers, motors,  gears  and  winding  devices.  A  book  full  of 
interest  and  instruction  for  every  boy.     Price,   $1.00. 


ESSENTIALS   OF   WOODWORKING.     By    Ira   S.    Griffith. 

.V  textbook  written  especially  for  grammar  and  high  school 
students.  The  standard  textbook  on  elementan,"  woodwork- 
ing. A  clear  and  comprehensive  treatment  of  woodtvorking 
tools,  materials,  and  processes,  to  supplement,  but  not  to 
*  ike  the  place  of  the  Instructions  given  bv  the  teacher     " 


of  the  _ 

book  does  not  contain  a  course  of  models;   it  mav  be  used 

with    an.\'    course.      Tt    is  illustrated    with    photographs    and 

iiunierous  pen  drawings.  Price.  75  cents. 


DRAFTING.     By    H.   W.    Miller. 

A  textbook  for  advanced  high  school 
'  iits  drafting  room  practice  in  pi-actical 
IS  so  written  that  it  may  be  used  with 
-...ises  or  problems,  and  supplement-s  the 
teacher  lit  such  a  way  as  to  reduce  lecture 
It  Is  a  direct  and  simple  treatment  of 
gi\'ing  due  consideration  to  the  needs 
of  the  student,  the  beginning  di-aftsman  and  the  require- 
ments of  the  best  teaching  methods.  It  is  complete,  vet 
condensed  and  is  well  adapted  for  handbook  use  by  the 
.student  and  draftsman.  It  is  weU  illustrated  and  is  in  flex- 
ible cloth  binding,  pocket  size.  A  thoroly  practical,  modern 
textbook.     Price,    $1.50. 


"Books  on  The  Manual  Arts,"  describing  over  400  titles  mailed  free  on  request 

Published  by  THE  MANUAL  ARTS  PRESS  Peoria,  111. 


B     000  003  240     9 


